Education Commons^™

Teacher Questions In The Classroom: The Effects Of Using A Low- To High-Level Questioning Sequence On The Text-Based Reading Comprehension Outcomes Of Low-Performing Students, Shannon Harris Brown

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Teacher questioning may be an effective instructional procedure for building students’ reading comprehension. Strategically asking questions at two different levels, low-level (text explicit) and high-level (text implicit), may be needed to assist students to engage in higher order thinking skills.

The purpose of this study was to evaluate the effectiveness of a low- to high-level questioning sequence without or with linking prompts on the text-based reading comprehension outcomes of fifth-grade students who evidenced poor reading comprehension. A secondary analysis was used to determine whether the questioning sequence was effective regardless of students’ interest in the narrative …

Effects Of Direct Instruction Of Literary Text Elements With Story Mapping On Reading Comprehension, Diane M. Hannay

Master of Education Applied Research Projects

The purpose for the study was to examine the effects of direct instruction of literary text elements accompanied with story mapping on reading comprehension in a fourth grade self-contained classroom. In addition, the study examined if the teacher implementing the treatment recognized a positive change in student comprehension of literary text after implementing the treatment and if the teacher was positively motivated to include direct instruction lessons on literary text elements with story mapping to enhance student reading comprehension in the future. A quasi-experimental mixed research method was used driven by the objective of explaining a cause-and-effect relationship. Results of …