Abstract
Abstract The study Investigated differences in questions developed and asked by preservice teachers during literature set discussions. Participants included treatment groups A (n = 12) and B (n = 12) and comparison group B (n = 12). Treatment for group A consisted of Instruction in formulating and using TBIQ and PKBIQ. Treatment for group B included instruction in rewriting questions provided in a basal reader teacher's guide. Data were collected from (a) written lists of questions participants prepared for use in literature discussion sessions and (b) audio‐recordings made during literature discussions. Quantitative and inferential procedures were used to analyze the data. Results indicated that preservice teachers’ questioning practices can be influenced by training and practice. Implications were that classroom reading instruction and students’ reading achievement may be enhanced through teacher questioning practices.
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