The Instruction of Effective Questioning and Discussion Strategies to Improve Reading Comprehension
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2015-07
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Abstract
The purpose of this study was to investigate whether the effects of questioning and discussion strategies impact reading comprehension for 2nd grade students. The participants of this study were 26 students enrolled in a Baltimore County school for the 2014-2015 school year. The students were divided into two groups in which both groups received regular whole group instruction. However, only one group received additional instruction on effective questioning and discussion strategies. The measurement tools used were an English-Language Arts diagnostic and culminating assessment designed by Baltimore County and the Informal Discourse Measure. This study involved a pretest/posttest design to compare data from April 2015 to data from May 2015, after the interventions were completed. The null hypothesis was supported for this study since there was no significant differences between the two groups.