Teaching the Language Arts Through SAQ: Students Asking Questions.

Autor/in	Smith, Nancy J.
Titel	Teaching the Language Arts Through SAQ: Students Asking Questions.
Quelle	(1981), (8 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Basal Reading; Beginning Reading; Classroom Techniques; Content Area Reading; Critical Reading; Critical Thinking; Discussion (Teaching Technique); Grade 3; Language Arts; Primary Education; Questioning Techniques; Reading Instruction; Reading Research; Reading Skills; Urban Education + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Lesetraining; Erstleseunterricht; Klassenführung; Sinnerfassendes Lesen; Kritisches Lesen; Kritisches Denken; School year 03; 3. Schuljahr; Schuljahr 03; Sprachkultur; Primarbereich; Befragungstechnik; Fragetechnik; Leseunterricht; Leseforschung; Reading skill; Lesefertigkeit; Stadtteilbezogenes Lernen
Abstract	Students Asking Questions (SAQ) has proved to be a simple, effective method for teaching urban third grade students to generate literal, inferential, and critical questions from their readings of instructional materials. Teachers using the SAQ method prepare students for reading a selection from a basal reader by offering one literal, one inferential, and one critical question about the material as models. The teacher asks these sample questions and solicits similar questions from the students during regular reading lessons and encourages the students to create and record their own questions about texts during and after silent reading. When the effect of SAQ on student question generation was investigated in 12 third-grade classrooms, the results showed that students of low, average, and high reading abilities in the SAQ groups generated significantly more literal, inferential, and critical questions than comparable students in control groups. The advantages of SAQ include its adaptability to any written materials, its effectiveness with groups of varying sizes, increased student participation in class discussions, and the integration of reading, writing, and listening skills. Thus SAQ can renew enthusiasm for the instructional process while it involves readers in the process of thinking and communicating. (RL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC