Literature DB >> 4465368

The effects of prompting question-asking upon on-task behavior and reading comprehension.

D R Knapczyk, G Livingston.   

Abstract

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.

Mesh：

Year:  1974        PMID： 4465368      PMCID： PMC1311655          DOI： 10.1901/jaba.1974.7-115

Source DB:  PubMed          Journal:  J Appl Behav Anal        ISSN： 0021-8855


  2 in total

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Authors:  D R Knapczyk; G Livingston
Journal:  J Appl Behav Anal       Date:  1973

2.  Effects of goal-setting and modeling on job performance of retarded adolescents.

Authors:  J M Kliebhan
Journal:  Am J Ment Defic       Date:  1967-09
  2 in total
  6 in total

1.  Evaluating interobserver reliability of interval data.

Authors:  B L Hopkins; J A Hermann
Journal:  J Appl Behav Anal       Date:  1977

2.  Role playing to train elementary teachers to use a classroom management "skill package".

Authors:  F H Jones; R C Eimers
Journal:  J Appl Behav Anal       Date:  1975

3.  Contriving establishing operations to teach mands for information.

Authors:  Mark L Sundberg; Melisa Loeb; Lisa Hale; Peter Eigenheer
Journal:  Anal Verbal Behav       Date:  2002

4.  Generalization of student question asking from special class to regular class settings.

Authors:  D R Knapczyk
Journal:  J Appl Behav Anal       Date:  1989

5.  Challenging students to formulate written questions: a randomized controlled trial to assess learning effects.

Authors:  Marleen Olde Bekkink; A R T Rogier Donders; Jan G Kooloos; Rob Mw de Waal; Dirk J Ruiter
Journal:  BMC Med Educ       Date:  2015-03-21       Impact factor: 2.463

6.  Uncovering students' misconceptions by assessment of their written questions.

Authors:  Marleen Olde Bekkink; A R T Rogier Donders; Jan G Kooloos; Rob M W de Waal; Dirk J Ruiter
Journal:  BMC Med Educ       Date:  2016-08-24       Impact factor: 2.463
  6 in total

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