Effectiveness of Question Exploration to Enhance Students' Written Expression of Content Knowledge and Comprehension

Autor/inn/en	Bulgren, Janis A.; Marquis, Janet G.; Lenz, B. Keith; Schumaker, Jean B.; Deshler, Donald D.
Titel	Effectiveness of Question Exploration to Enhance Students' Written Expression of Content Knowledge and Comprehension
Quelle	In: Reading & Writing Quarterly, 25 (2009) 4, S.271-289 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
Schlagwörter	Urban Schools; Learning Disabilities; Academic Achievement; Instructional Materials; Urban Areas; Effect Size; Grade 9; Grade 10; Grade 11; Grade 12; Questioning Techniques; Comprehension; Responses; Comparative Analysis; High School Students; Program Effectiveness; At Risk Students; Special Needs Students; Low Income Groups; Teaching Methods; Writing Assignments; Writing Skills + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Learning handicap; Lernbehinderung; Schulleistung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Befragungstechnik; Fragetechnik; Verstehen; Verständnis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sonderpädagogischer Förderbedarf; Teaching method; Lehrmethode; Unterrichtsmethode; Writing skill; Schreibfertigkeit
Abstract	This study examined the effectiveness of a Question Exploration Routine and associated graphic organizer for enhancing the performance of students of diverse abilities when assessed on knowledge and comprehension of content and quality of written responses. Participants were 36 students with and without learning disabilities (LD) in Grades 9 through 12 in an inner city school district. Students were randomly assigned to experimental or control conditions. Results showed significant differences and moderately large to very large effect sizes for students in the experimental condition compared to students in the control condition with regard to knowledge and comprehension of content and written responses to a question. More variation in performance was found for the group of students with LD than for those without LD. (Contains 6 tables and 1 figure.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10