期刊名称：The Reading Matrix: an international online journal
印刷版ISSN：1533-242X
出版年度：2008
卷号：8
期号：01
出版社：Reading Matrix, Inc.
摘要：A three year longitudinal intervention study is presented where two conditions of reading
instruction are compared. In a base condition six teachers ¨Cfour in the experimental groups
and two in the control groups ¨Cand their students in grade 4-6 discussed expository texts
during a regular lesson. The discussions, which took place in small groups, six students in
each group, were videotaped. The majority of the students were poor comprehenders.
In the intervention condition, the teachers in the experimental groups used a new approach of
comprehension instruction, Questioning the Author, after repeatedly having participated in
seminars led by the investigator where the model was practised. Dependent variables were the
type of questions asked by the teacher, and the students!a response behaviour and interaction
with the texts.
During the regular lessons, most of the teachers asked purely factual questions where the
students just had to retrieve information from the text to be able to answer them. The students
made few inferences and reflections.
During Questioning the Author lessons in the experimental groups, the teachers!a question
types had undergone a change. The number of purely factual questions had decreased. Instead
there was an increase in the number of inferences and half-open questions. This was not the
case in the control groups.
The students interacted more actively with the text during Questioning the Author lessons.
They clearly made an effort to explore ideas in the text and made numerous inferences and
reflections. The students in the control groups seldom got the opportunity to wrestle with text
ideas.
