The effects of prompting question-asking upon on-task behavior and reading comprehension.
This study investigated a teacher-implemented prompting procedure for training students to ask questions. Two special-class (EMR) students who asked no questions were selected as subjects. Baseline data were also collected on reading comprehension and on-task behavior, and these suggested decreasing levels of performance. The results indicated that prompting was effective for initiating question-asking. In addition, increased levels of reading comprehension and on-task behavior were observed.
D000124:Achievement; D000293:Adolescent; D004495:Education of Persons with Intellectual Disabilities; D005246:Feedback; D005260:Female; D006801:Humans; D008297:Male; D011932:Reading; D013663:Teaching / Q000379:methods*