Teachers' questioning in the teaching of reading comprehension (IR)

Teachers Questioning In The Teaching of Reading Comprehension was a study aimed at categorising the types of questions according to the cognitive levels in Barretts Taxonomy of reading comprehension; determining the frequencies of lower-order questions versus higher-order questions; identifying the...

Full description

Saved in:

Bibliographic Details
Main Author:	Mehedhar Singh, Harvindar Kaur
Format:	thesis
Language:	eng
Published:	2010
Subjects:	PE English
Online Access:	https://ir.upsi.edu.my/detailsg.php?det=501
Tags:	Add Tag No Tags, Be the first to tag this record!

id	oai:ir.upsi.edu.my:501
record_format	uketd_dc
spelling	oai:ir.upsi.edu.my:5012020-02-27 Teachers' questioning in the teaching of reading comprehension (IR) 2010 Mehedhar Singh, Harvindar Kaur PE English Teachers Questioning In The Teaching of Reading Comprehension was a study aimed at categorising the types of questions according to the cognitive levels in Barretts Taxonomy of reading comprehension; determining the frequencies of lower-order questions versus higher-order questions; identifying the questioning strategies employed by the teachers; and investigating teachers views on questioning. Using the Multiple Case Single Site Design, the study was conducted at one of the schools in Selayang with three English Language teachers of Form Four who were selected using the purposive sampling method. Observations were carried throughout five weeks followed by individual in-depth interviews. Two instruments were developed to collect data; a self-developed observational checklist (containing all the five thinking levels in Barretts Taxonomy for reading comprehension) and an interview protocol. Frequency counts were made on the data obtained from the observational checklists whereas the data from the interviews were coded. The findings revealed that teachers more frequently asked questions of lower-order thinking as compared to questions of higher-order thinking. From this study, English language teachers will hopefully pose more higher-order questions to elevate their students thinking. The Ministry of Education may on the other hand be able to investigate the reasons teachers place a superior emphasis upon exam-oriented questions. 2010 thesis https://ir.upsi.edu.my/detailsg.php?det=501 https://ir.upsi.edu.my/detailsg.php?det=501 text eng closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Bahasa dan Komunikasi N/A
institution	Universiti Pendidikan Sultan Idris
collection	UPSI Digital Repository
language	eng
topic	PE English
spellingShingle	PE English Mehedhar Singh, Harvindar Kaur Teachers' questioning in the teaching of reading comprehension (IR)
description	Teachers Questioning In The Teaching of Reading Comprehension was a study aimed at categorising the types of questions according to the cognitive levels in Barretts Taxonomy of reading comprehension; determining the frequencies of lower-order questions versus higher-order questions; identifying the questioning strategies employed by the teachers; and investigating teachers views on questioning. Using the Multiple Case Single Site Design, the study was conducted at one of the schools in Selayang with three English Language teachers of Form Four who were selected using the purposive sampling method. Observations were carried throughout five weeks followed by individual in-depth interviews. Two instruments were developed to collect data; a self-developed observational checklist (containing all the five thinking levels in Barretts Taxonomy for reading comprehension) and an interview protocol. Frequency counts were made on the data obtained from the observational checklists whereas the data from the interviews were coded. The findings revealed that teachers more frequently asked questions of lower-order thinking as compared to questions of higher-order thinking. From this study, English language teachers will hopefully pose more higher-order questions to elevate their students thinking. The Ministry of Education may on the other hand be able to investigate the reasons teachers place a superior emphasis upon exam-oriented questions.
format	thesis
qualification_name
qualification_level	Master's degree
author	Mehedhar Singh, Harvindar Kaur
author_facet	Mehedhar Singh, Harvindar Kaur
author_sort	Mehedhar Singh, Harvindar Kaur
title	Teachers' questioning in the teaching of reading comprehension (IR)
title_short	Teachers' questioning in the teaching of reading comprehension (IR)
title_full	Teachers' questioning in the teaching of reading comprehension (IR)
title_fullStr	Teachers' questioning in the teaching of reading comprehension (IR)
title_full_unstemmed	Teachers' questioning in the teaching of reading comprehension (IR)
title_sort	teachers' questioning in the teaching of reading comprehension (ir)
granting_institution	Universiti Pendidikan Sultan Idris
granting_department	Fakulti Bahasa dan Komunikasi
publishDate	2010
url	https://ir.upsi.edu.my/detailsg.php?det=501
_version_	1747832894061019136

Teachers' questioning in the teaching of reading comprehension (IR)

Similar Items