Abstract
Abstract Question‐answer instructional segments from second‐grade small group reading lessons were analyzed according to both Barrett's (1976) and Pearson and Johnson's (1978) taxonomies. Analysis of the questions according to Barrett's taxonomy revealed that a majority of lower‐level questions were asked. When analyzed according to Pearson and Johnson's taxonomy, however, the greatest percentage of question‐answer relationships fell in the scriptally implicit category. Results are discussed in relation to previous research in this area.
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