Author: Lenski S.D.

Source: Reading Psychology, Volume 22, Number 4, 1 October 2001 , pp. 313-335(23)

Publisher: Routledge, part of the Taylor & Francis Group

Abstract:

This study used a formative experiment design to learn about ways in which a teacher used questioning strategies to help students expand their intertextual boundaries during discussions about literature. The study took place in a thirdgrade classroom of 25 students situated in a large Midwestern city. Consistent with formative experiment designs, the investigator and teacher worked together to implement an intervention, a questioning framework called the Directed Reading-Connecting Activity (DR-CA). Data sources included transcriptions of seven discussion sessions which were coded into message units, memos written after each session, field notes, and notes from meetings with the investigator and the teacher. Data were analyzed using the procedures of inspection, categorization, and interpretation. A conclusion of the study is that the use of a questioning framework such as the DR-CA helps teachers organize their thoughts before discussions and increases the number of intertextual connections.

Language: English

Document Type: Research article

Publication date: 2001-10-01

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