Premium
THE EFFECTS OF PROMPTING QUESTION‐ASKING UPON ON‐TASK BEHAVIOR AND READING COMPREHENSION 1
Author(s) -
Knapczyk Dennis R.,
Livingston Gary
Publication year - 1974
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1974.7-115
Subject(s) - psychology , task (project management) , reading comprehension , reading (process) , comprehension , multiple baseline design , baseline (sea) , class (philosophy) , cognitive psychology , ask price , mathematics education , developmental psychology , social psychology , linguistics , computer science , intervention (counseling) , philosophy , oceanography , economy , management , artificial intelligence , psychiatry , geology , economics
This study investigated a teacher‐implemented prompting procedure for training students to ask questions. Two special‐class (EMR) students who asked no questions were selected as subjects. Baseline data were also collected on reading comprehension and on‐task behavior, and these suggested decreasing levels of performance. The results indicated that prompting was effective for initiating question‐asking. In addition, increased levels of reading comprehension and on‐task behavior were observed.