Examines acquisition, maintenance, and transfer of a questioning strategy in second- and third-grade students using a multiple-baseline design. Indicates that knowledge of text structure increased and that students could reliably differentiate text structure. Describes the establishment of a 4-week procedure for integrating the questioning…

Four studies investigated when children became able to detect that the words of a story could support multiple interpretations. Each subject saw two eight-sentence stories of each of four types (no-cause, unbiased, biased-proximal, and biased-distal), designed to support multiple interpretations. After reading or hearing each story, the children…

Three studies examined the impact of different instructional reading materials and subsequent analysis of comprehension by retellings. The first study investigated the influence of the presentation of the material. Subjects, 83 freshmen enrolled in a biology course, were shown one of four combinations of course material involving a slide…

Explores the nature of the picture story book event from a semiotic perspective. Describes a classroom event in which a picture story book was constructed during teacher-student-text interaction in a second grade classroom using involving oral reading and discussion, interpretations of the main character's traits, letters to the author, and…