Using Higher Order Questioning to Accelerate Students’ Growth in Reading

2012 ◽  
Vol 65 (5) ◽  
pp. 295-304 ◽  
Author(s):  
Debra S. Peterson ◽  
Barbara M. Taylor
Keyword(s):  
Higher Order ◽  
Higher Order Questioning

scholarly journals Effects of Higher Order Questioning in Prekindergarten for School Readiness

2020 ◽  
Vol 10 (2) ◽  
pp. 25
Author(s):  
Tiffany Papa
Keyword(s):  
Student Achievement ◽  
School Readiness ◽  
Test Performance ◽  
Language Skills ◽  
Higher Order ◽  
Future Research ◽  
Verbal Interactions ◽  
Low Socioeconomic ◽  
Questioning Techniques ◽  
Higher Order Questioning

This study investigated whether the strategy of higher order questioning during interest area time would have a positive effect on kindergarten school readiness (specifically focusing on mathematical and language concepts) for students in a low-socioeconomic area school. Evidence from the Developmental Indicators for the Assessment of Learning/ Third Edition (DIAL-3) scores (completed upon entering kindergarten) establishes that the students in this low-socioeconomic area school were not kindergarten ready. Statistical analyses concurred that increasing the frequency of higher order questioning during interest area time significantly improves the test performance of students within the mathematical and language concepts area of the DIAL-3 assessment. The student achievement results of providing teacher training in higher-order questioning techniques during interest area time (the most vital learning time of the prekindergarten day) has provided evidence of increased cognitive development, ultimately increasing student achievement in mathematical and language skills. High-quality prekindergarten services involving best practices are the precursors for kindergarten; therefore, improving teacher-child verbal interactions in prekindergarten ultimately addresses the issue of kindergarten school readiness. Additional findings included a correlation indicating that the students who did well in Language skills also did well in Mathematics and a statistically significant correlation existed between better scores and positive behavior. It is anticipated that the contributions of the present study will encourage future research that will continue to elaborate upon the effects of higher order questioning at the prekindergarten level on kindergarten school readiness.

scholarly journals Higher –Order Questioning in SL classrooms –a study

2015 ◽  
Vol 8 ◽  
pp. 47-55
Author(s):  
Beena Anil
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Test Scores ◽  
Language Production ◽  
Second Language Learners ◽  
First Language ◽  
Higher Order ◽  
Language Abilities ◽  
Teachers And Students ◽  
Higher Order Questioning

AbstractHigher order questioning (HOQ) benefits first language and second language learners in various ways.  Various studies prove that asking students higher order questions open many learning avenues.  Higher-order questioning (HOQ) influences the question types like test scores, amounts of language production for understanding the language abilities of students etc.,   This study examined:The HOQ patterns of a  college teacherThe teacher’s  foundation for this patternLearners perceptions of answering  HOQ The study comprised nearly 400 questions, teachers and students’ interviews.  Students’ survey showed that HOQ may be effective by general theories of learning than by perceptions of learners’ abilities.Keywords: Higher-order questioning, perceptions, practice

Dual systems for all: Higher-order, role-based relational reasoning as a uniquely derived feature of human cognition

2019 ◽  
Vol 42 ◽  
Author(s):  
Daniel J. Povinelli ◽  
Gabrielle C. Glorioso ◽  
Shannon L. Kuznar ◽  
Mateja Pavlic
Keyword(s):  
Temporal Reasoning ◽  
Higher Order ◽  
Important Case ◽  
Human Cognition ◽  
Relational Reasoning ◽  
Dual Systems ◽  
First Order ◽  
Reasoning System ◽  
Role Based

Abstract Hoerl and McCormack demonstrate that although animals possess a sophisticated temporal updating system, there is no evidence that they also possess a temporal reasoning system. This important case study is directly related to the broader claim that although animals are manifestly capable of first-order (perceptually-based) relational reasoning, they lack the capacity for higher-order, role-based relational reasoning. We argue this distinction applies to all domains of cognition.

Quantitative EPMA of nitrogen : A tricky element in the electron-probe microanalyzer

1992 ◽  
Vol 50 (2) ◽  
pp. 1622-1623
Author(s):  
G.F. Bastin ◽  
H.J.M. Heijligers
Keyword(s):  
Background Subtraction ◽  
Electron Probe ◽  
Detection System ◽  
Higher Order ◽  
Light Elements ◽  
Strong Suppression ◽  
Electron Probe Microanalyzer ◽  
Quantitative Epma ◽  
Peak Count ◽  
Lead Stearate

Among the ultra-light elements B, C, N, and O nitrogen is the most difficult element to deal with in the electron probe microanalyzer. This is mainly caused by the severe absorption that N-Kα radiation suffers in carbon which is abundantly present in the detection system (lead-stearate crystal, carbonaceous counter window). As a result the peak-to-background ratios for N-Kα measured with a conventional lead-stearate crystal can attain values well below unity in many binary nitrides . An additional complication can be caused by the presence of interfering higher-order reflections from the metal partner in the nitride specimen; notorious examples are elements such as Zr and Nb. In nitrides containing these elements is is virtually impossible to carry out an accurate background subtraction which becomes increasingly important with lower and lower peak-to-background ratios. The use of a synthetic multilayer crystal such as W/Si (2d-spacing 59.8 Å) can bring significant improvements in terms of both higher peak count rates as well as a strong suppression of higher-order reflections.

Effects of Higher-Order Laue Zone reflections on structure images

1993 ◽  
Vol 51 ◽  
pp. 450-451
Author(s):  
H. S. Kim ◽  
S. S. Sheinin
Keyword(s):  
Wave Vector ◽  
Theoretical Calculations ◽  
Reciprocal Lattice ◽  
Image Plane ◽  
Bloch Wave ◽  
Dynamical Theory ◽  
Higher Order ◽  
Lattice Image ◽  
Lattice Vector ◽  
Image Position

The importance of image simulation in interpreting experimental lattice images is well established. Normally, in carrying out the required theoretical calculations, only zero order Laue zone reflections are taken into account. In this paper we assess the conditions for which this procedure is valid and indicate circumstances in which higher order Laue zone reflections may be important. Our work is based on an analysis of the requirements for obtaining structure images i.e. images directly related to the projected potential. In the considerations to follow, the Bloch wave formulation of the dynamical theory has been used.The intensity in a lattice image can be obtained from the total wave function at the image plane is given by: where ϕg(z) is the diffracted beam amplitide given by In these equations,the z direction is perpendicular to the entrance surface, g is a reciprocal lattice vector, the Cg(i) are Fourier coefficients in the expression for a Bloch wave, b(i), X(i) is the Bloch wave excitation coefficient, ϒ(i)=k(i)-K, k(i) is a Bloch wave vector, K is the electron wave vector after correction for the mean inner potential of the crystal, T(q) and D(q) are the transfer function and damping function respectively, q is a scattering vector and the summation is over i=l,N where N is the number of beams taken into account.

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