![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
Question‐answer instructional segments from second‐grade small group reading lessons were analyzed according to both Barrett's (1976) and Pearson and Johnson's (1978) taxonomies. Analysis of the questions according to Barrett's taxonomy revealed that a majority of lower‐level questions were asked. When analyzed according to Pearson and Johnson's taxonomy, however, the greatest percentage of question‐answer relationships fell in the scriptally implicit category. Results are discussed in relation to previous research in this area.