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IF 1.2 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Elementary School Journal Pub Date : 2020-06-01 DOI:10.1086/708665

Elizabeth L. Hale, James S. Kim

引用次数: 2

Abstract

This study examined teachers’ spontaneous low-level comprehension questions in script-supported informational read alouds, with a secondary analysis on the relationship between low- and high-level comprehension questions. Participants came from a predetermined subsample of 34 teachers and 824 third-grade students. Results revealed notable variation in the type and function of low-level questions, with some offering support for high-level questions or content learning. Although the predominance of low-level questioning patterns continues to be a challenge in many elementary classrooms, this study’s findings suggest some low-level questions play important, complementary functions in text discussions, particularly with informational text.

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本研究考察了教师在脚本支持的信息阅读中自发提出的低级理解问题，并对低级和高级理解问题之间的关系进行了二次分析。参与者来自预先确定的34名教师和824名三年级学生的子样本。结果显示，低级问题的类型和功能存在显著差异，一些问题为高级问题或内容学习提供了支持。尽管在许多小学课堂上，低级提问模式的主导地位仍然是一个挑战，但本研究的发现表明，一些低级提问在文本讨论中发挥着重要的互补功能，尤其是在信息文本中。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.60

自引率

5.90%

发文量

期刊介绍： The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.