Validity of the Pearson‐johnson Taxonomy of Comprehension Questions

Thompson, Bruce; Gipe, Joan P.; Pitts, Murray M.

doi:10.1080/0270271850060105

Cited by 4 publications

(2 citation statements)

References 5 publications

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“…A passage of approximately 500 words on the topic of the California gold rush was extracted from a high school U.S. history text (Bass, Billias, & Lapsonsky, 1979) not used by the laboratory school (see Appendix for complete passage). A set of comprehension questions [based on this selection] was developed that utilized three types of information for question completion: a) textually explicit ideas which are clearly stated in one sentence of the text, b) textually implicit ideas which are stated in two or more separate sentences in the text, and c) scriptally implicit ideas which come from the reader's experientially-formed mental script (developed by Pearson & Johnson, 1978, and later validated by Thompson, Gipe, & Pitts, 1985). In addition [to equate time on task for the control and non-writing groups,] a word-search puzzle was devised that included only general terms relevant to this topic (e.g., miners, ore, strike).…”

Section: Methodsmentioning

confidence: 99%

An integrated communication arts approach for enhancing students’ learning in the content areas

Konopak¹,

Martin

1987

Reading Research and Instruction

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This study investigated the use of an integrated communication arts instructional strategy to facilitate comprehension in a high school history course. Treatments for the three experimental groups varied in the number of language processes each utilized. The writing treatment group wrote the first day after a topic-brainstorming activity and the second day after a text reading about the same topic. The non-writing treatment group received the brainstorming activity followed by a topic-related word search puzzle task and then answered the comprehension questions from the text. The control group completed the word search puzzle and answered the comprehension questions. On the third day, all groups were administered an objective test and wrote on the topic. The writing group generated higher quality ideas on the written posttest than the other groups and better synthesized information acquired from all its activities. Furthermore, this group improved the quality of their ideas and their writing over the three-day period.A much discussed but little researched aspect of content-area learning concerns comprehension of subject information in the classroom. Although a primary consideration for any content area, comprehension is not actively promoted by current classroom practices. Durkin (1978-79), in observing 17,997 minutes in reading and social studies classes, found that less than 1% of class time was devoted to actual comprehension instruction; rather, the emphasis was on unguided practice through a limited variety of class activities. The present study attempted to address this problem situation by testing an instructional technique that focuses on the integration of various language activities to promote comprehension in the content areas.Because comprehension is a basic component of learning, classroom activities intended to help students learn content information must be designed to effectively facilitate comprehension. Moffett (1981) defines learning as "organic in the true sense of being a live organization, a system of interrelationships.

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Section: Methodsmentioning

confidence: 99%

An integrated communication arts approach for enhancing students’ learning in the content areas

Konopak¹,

Martin

1987

Reading Research and Instruction

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“…Traditionally, the relationship between the question and the text (Thompson, Gipe, & Pitts, 1985) or the question, text, and answer (Raphael & Wonnacott, 1985) has been examined to characterize comprehension questions. In the study reported here, those relationships remained essentially the same, yet student performance still varied significantly.…”

Section: Discussionmentioning

confidence: 99%

The Contribution of Understanding Academic Vocabulary to Answering Comprehension Questions

Cunningham

Moore

1993

Journal of Reading Behavior

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This study was designed to investigate whether the vocabulary of written comprehension questions is an independent factor in determining students' reading comprehension performance. The factors controlled were reader characteristics, text characteristics, and question-text-answer relationships. Sets of matched comprehension questions differing only in type of vocabulary (academic vs. everyday) were answered by 106 fourth-, fifth-, and sixth-grade students. Subjects' scores on the ITBS meaning vocabulary subtest and an informal measure of academic vocabulary knowledge were also collected. Differences between means indicated that academic vocabulary in comprehension questions significantly decreased question-answering performance. To shed additional light on this decrease, a series of simple, multiple, and semipartial correlations between vocabulary measures and comprehension question scores were computed. These correlations consistently supported the interpretation that differences in terminology between the matched sets of questions accounted for the difference in performance on the questions. Possible directions for further research and implications for practice are discussed.

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Effect of Teacher Questions on the Reading Comprehension of Deaf Children

Schirmer¹,

Woolsey²

1997

Journal of Deaf Studies and Deaf Education

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We examined the effect of comprehension questions that require analysis, synthesis, and evaluation on the reading comprehension of deaf children. The subjects were six deaf children ranging in age from 10 years, months to 12 years, 5 months. They were divided into four reading groups for the study. Quantitative analysis of the children's responses to comprehension questions indicated that the children could analyze, synthesize, and evaluate narrative text and their ability to do so did not need to be supported by answering questions related to story details. Qualitative analysis indicated that the children had some difficulty with seven reading tasks: locating pertinent information, applying relevant and accurate background knowledge, expressing themselves unambiguously, understanding the intent of the question, not relying too heavily or too little on background knowledge, considering consequential details, and providing sufficient answers.

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Validity of the Pearson‐johnson Taxonomy of Comprehension Questions

Cited by 4 publications

References 5 publications

An integrated communication arts approach for enhancing students’ learning in the content areas

An integrated communication arts approach for enhancing students’ learning in the content areas

The Contribution of Understanding Academic Vocabulary to Answering Comprehension Questions

Effect of Teacher Questions on the Reading Comprehension of Deaf Children

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