Comparison of Question-Response-Feedback Interactions During Basal Reader Instruction

Abstract

This study was designed to explore differences in interactions between two sets of fourth-grade teachers and their average reading groups during the period of time following the reading of a basal story. The researchers sought to add depth to the question-response-feedback pattern of interaction that is already considered to be effective by process-product investigators and to formulate hypotheses for future experimental studies. The teachers in this study were chosen as a result of their class' adjusted mean score on the Reading Comprehension subtest of the SRA Achievement Series. The two teachers with the highest adjusted mean score (HM) and the two teachers with the lowest adjusted mean score (LM) provided audiotapes of basal reading lessons. These were transcribed and comparisons were made. The results revealed that HM teachers tended to ask more text-based questions, provided more positive feedback, probed more often, and used more probe types than did LM teachers. Further, they tended to stick more closely to the gist of the story when asking reader-based questions. By combining several of the results and examining transcripts, four hypotheses for future research were generated. These are: (1) Effective questioning behaviors tend to focus on depth rather than breadth of response; (2) Effective questioning is explicit and precise rather than vague; (3) Effective questioning is cohesive; and (4) Effective questioners clarify misconceptions following an incorrect response. Future directions for research in this area were also provided.