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Morrison, Timothy Glen 2014-12-15T18:51:15Z 2014-12-15T18:51:15Z 10000-01-01 1986 1986 Examined in this study were the types of questions asked by elementary teachers during basal reading instruction. Eight teachers, four each at grades two and four, were videotaped as they taught reading to their regular groups. Each question asked was classified using both the Guszak and the Pearson-Johnson taxonomies. Results indicate that literal level questions were more common in low ability groups in both grade levels, as well as in second grade groups compared with fourth grade groups. Also, comparisons between the two taxonomies reveal that the Pearson-Johnson taxonomy makes finer distinctions among text-related questions than does the Guszak taxonomy. The fates of student responses to teacher questions were also investigated. Selected transcripts were chosen for analysis and the fates of responses were classified using a researcher-developed instrument. The fifteen observed types of fates were categorized into two broad categories, Discussion-Promoting and Discussion-Inhibiting fates. When literal level questions were asked, Discussion-Inhibiting fates were likely to follow responses. Made available in DSpace on 2014-12-15T18:51:15Z (GMT). No. of bitstreams: 1 8701572.pdf: 4460484 bytes, checksum: b5d3752c77a76f130f3cf12a229a6366 (MD5) Previous issue date: 1986 Embargo set by: Seth Robbins for item 69261 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 125 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1986. http://hdl.handle.net/2142/69095 (UMI)AAI8701572 Education, Reading Question Types and Fates of Student Responses in Second and Fourth Grade Basal Reading Instruction text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.