ACQUISITION,MAINTENANCE, AND TRANSFER OF A QUESTIONING STRATEGY IN SECOND- AND THIRD-GRADE STUDENTS TO LEARN FROM SCIENCE TEXTBOOKS

Acquisition, maintenance, and transfer of a questioning strategy was examined in second- and third-grade students (N = 16) using a multiple-baseline design. Students were taught to identify text structures (comparison-contrast, cause-effect, and problem-solution) during the first week of instruction, and then they were taught to ask questions appropriate to each structure during the second week of instruction. Results indicated that knowledge of text structure increased and that students could reliably differentiate text structure. The mean proportion of correct questions students asked to guide reading ranged from .93 to .96. Increases in literal and inferential comprehension were observed. Students deployed the strategy on their own in the classroom.