國立虎尾科技大學 |

The association of student questioning with reading comprehension.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The association of student questioning with reading comprehension./
Author:	Taboada, Ana M.
Description:	1 online resource (288 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3195.
Contained By:	Dissertation Abstracts International64-09A.
Subject:	Educational psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9780496548323

The association of student questioning with reading comprehension.
Taboada, Ana M.

The association of student questioning with reading comprehension. - 1 online resource (288 pages)

Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3195.

Thesis (Ph.D.)

Includes bibliographical references

In the field of reading comprehension, student-generated questions have been investigated within instructional contexts for elementary, middle school, high school, and college students. Although findings from instructional studies reveal that student-generated questions have an impact on reading comprehension, past research has not examined why student-generated questions improve text comprehension. This study investigated the relationship of student-generated questions and prior knowledge to reading comprehension by examining the characteristics of student-generated questions in relation to text.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780496548323Subjects--Topical Terms:

555103
Educational psychology.
Index Terms--Genre/Form:

554714
Electronic books.

The association of student questioning with reading comprehension.
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020 $a 9780496548323
035 $a (MiAaPQ)AAI3107270
035 $a AAI3107270
040 $a MiAaPQ $b eng $c MiAaPQ
099 $a TUL $f hyy $c available through World Wide Web
100 1 $a Taboada, Ana M. $3 1182026
245 1 4 $a The association of student questioning with reading comprehension.
264 0 $c 2003
300 $a 1 online resource (288 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3195.
500 $a Director: John T. Guthrie.
502 $a Thesis (Ph.D.) $c University of Maryland, College Park $d 2003.
504 $a Includes bibliographical references
520 $a In the field of reading comprehension, student-generated questions have been investigated within instructional contexts for elementary, middle school, high school, and college students. Although findings from instructional studies reveal that student-generated questions have an impact on reading comprehension, past research has not examined why student-generated questions improve text comprehension. This study investigated the relationship of student-generated questions and prior knowledge to reading comprehension by examining the characteristics of student-generated questions in relation to text.
520 $a A Questioning Hierarchy was developed to examine the extent that questions elicit different levels of conceptual understanding. The questions of third- and fourth-grade students (N = 208) about expository texts in the domain of ecological science were related to students' prior knowledge and reading comprehension. Reading comprehension was measured as conceptual knowledge built from text and by a standardized reading test. As hypothesized, questioning accounted for a significant amount of variance in students' reading comprehension after the contribution of prior knowledge was accounted for. Furthermore, low- and high-level questions were differentially associated with low and high levels of conceptual knowledge gained from text, showing a clear alignment between questioning levels and reading comprehension levels. Empirical evidence showed that conceptual levels of students' questions were commensurate with conceptual levels of their reading comprehension. This alignment provides the basis for a theoretical explanation of the relationship between reading comprehension and the quality of student questioning.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational psychology. $3 555103
650 4 $a Reading instruction. $3 1148440
655 7 $a Electronic books. $2 local $3 554714
690 $a 0525
690 $a 0535
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Maryland, College Park. $3 1182027
773 0 $t Dissertation Abstracts International $g 64-09A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3107270 $z click for full text (PQDT)