Effects of Facultative Questions and Practice on Intermediate Students' Understanding of Character Motives

Abstract

The study investigated the effects of a six-step facultative questioning strategy, a practice with feedback strategy and a no-intervention strategy on intermediate-grade children's ability to make inferences about a character's motives. The results of the study indicate that both the facilitative questioning strategy and the practice with feedback strategy contributed significantly to intermediate grade students' ability to make inferences about a character's motives. The results of this study indicate that a practice with feedback procedure would be a more efficient strategy for practitioners to employ in teaching children to identify character motives since it requires far less teaching time than a complex questioning procedure.