The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
Teaching Students to Generate Questions: A Review of the Intervention Studies
Abstract
This is a review of intervention studies in which students have been taught to generate questions as a means of improving their comprehension. Overall, teaching students the cognitive strategy of generating questions about the material they had read resulted in gains in comprehension, as measured by tests given at the end of the intervention. All tests were based on new material. The overall median effect size was 0.36 (64th percentile) when standardized tests were used and 0.86 (81st percentile) when experimenter-developed comprehension tests were used. The traditional skill-based instructional approach and the reciprocal teaching approach yielded similar results.
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Citations
Cites
Levels of processing: A framework for memory research
Craik, F. I. M., & Lockhart, R. S. (1972) · Journal of Verbal Learning and Verbal Behavior · doi:10.1016/s0022-5371(72)80001-x · Cited by 9,566
THE ROLE OF TUTORING IN PROBLEM SOLVING *
Wood, D., Bruner, J. S., & Ross, G. (1976) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.1976.tb00381.x · Cited by 8,851 · cited 2×
“This review has revealed a number of instructional elements, or scaffolds (Palincsar & Brown, 1984; Wood et al., 1976), that served to support student learning.”
BackgroundCognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics
Collins, A., Brown, J. S., & Newman, S. E. (2018) · Knowing, Learning, and Instruction · doi:10.4324/9781315044408-14 · Cited by 3,674
Cited by
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152
Schraw, G., Crippen, K. J., & Hartley, K. (2006) · Research in Science Education · doi:10.1007/s11165-005-3917-8 · Cited by 1,529
The Effects of School-Based Writing-to-Learn Interventions on Academic Achievement: A Meta-Analysis
Bangert-Drowns, R. L., Hurley, M. M., & Wilkinson, B. (2004) · Review of Educational Research · doi:10.3102/00346543074001029 · Cited by 802
Students' questions: a potential resource for teaching and learning science
Chin, C., & Osborne, J. (2008) · Studies in Science Education · doi:10.1080/03057260701828101 · Cited by 747
Teaching Scientific Practices: Meeting the Challenge of Change
Osborne, J. (2014) · Journal of Science Teacher Education · doi:10.1007/s10972-014-9384-1 · Cited by 659
Metadata
- Authors
- Rosenshine, B., Meister, C., & Chapman, S.
- Venue
- Review of Educational Research
- Publisher
- SAGE Publications
- Published
- 1996
- Volume
- 66
- Issue
- 2
- Pages
- 181
- ISSN
- 0034-6543 (ISSN-L)
- OpenAlex
- W2169231635
- Cited by
- 888
- References
- 3
- FWCI
- 16.66
- Type
- journal article
- Language
- en
- Open access
- closed
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