Teacher Use of Diagnostic Questioning and Modeling in Language Development
1980 ◽
Vol 3
(4)
◽
pp. 17-27
◽
Keyword(s):
The effects of two diagnostic questioning strategies on the acquisition of specific language responses of four handicapped preschoolers were investigated. Replication of effects was demonstrated using a within-subject multiple baseline design. Results indicated that the diagnostic questioning strategy using Full Model to Open Question was more efficacious for modifying the structure and content of young learners' expressive language repertoires than a strategy referred to as Open Question to Full Model.
1996 ◽
Vol 5
(1)
◽
pp. 67-78
◽
2007 ◽
Vol 33
(2)
◽
pp. 162-168
◽
1994 ◽
Vol 37
(6)
◽
pp. 1320-1340
◽
1992 ◽
Vol 11
(4)
◽
pp. 207-222
◽
1995 ◽
Vol 16
(4)
◽
pp. 237-246
◽
2020 ◽
Vol 48
(5)
◽
pp. 530-545