2009 Student Research Conference:
22nd Annual Student Research Conference

Helping Students Know What to Know and Do: Academic Benefits of Guiding Questions for Reading Assignments
Daniel P. Glossenger♦
Dr. Wendy Miner, Faculty Mentor

Determining what is most important in a reading assignment often proves difficult for many students. The purpose of this study was to implement and then measure the impact of providing guiding questions for reading assignments. The study measured this impact using the reading assignment and test scores of 71 ninth-grade world history students. The study measured the effectiveness of the questions on a variety of subgroups, including race/ethnicity, gender, residential status, and minority-language status. Through comparing the results of one half-semester of scores to a second half-semester, I attempted to determine the academic benefit obtained by students after implementing guiding questions. The results at the time of this abstract have not yet been analyzed fully.

Keywords: reading assignments, guiding questions


Presentation Type: Oral Paper

Session: 20-2
Location: VH 1320
Time: 10:00

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♦ Indicates Truman Graduate Student
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