本研究旨在探討題幹式和6W提問策略對不同閱讀理解能力之六年級學生在理解歷程以及布題能力的影響。本研究採用不等組前後測設計，以桃園縣某國小六年級兩班學生為對象，實驗組29人接受「題幹式提問策略」，比較組30人接受「6W提問策略」，進行為期7週，每週2節的實驗教學。並以「閱讀理解歷程測驗」、「布題能力測驗」，和「自我提問學習態度自評表」所得的資料，做二因子變異數分析、二因子共變數分析和百分比同質性考驗，以探討兩種提問策略對學生的「閱讀理解歷程」和「布題能力」學習成效的影響程度，以及學生接受不同提問策略後的自我認知。

研究結果：
一、在直接理解歷程與解釋理解歷程的學習成效方面：不同提問策略對不同閱讀理解能力學生之交互效果未達顯著差異；在主要效果方面，不同提問策略之間未達顯著差異；不同閱讀理解能力之間，高閱讀理解能力學生之學習成效顯著優於中、低閱讀理解能力學生。
二、在布題能力學習成效方面：不同提問策略對不同閱讀理解能力學生之交互效果達顯著差異：接受不同提問策略的中、低閱讀理解能力學生，其差異未達顯著性水準；高閱讀理解能力學生，接受題幹式提問策略的學習成效顯著性優於接受6W提問策略的學習成效。接受6W提問策略的不同閱讀理解能力學生，其差異未達顯著性水準；接受題幹式提問策略的不同閱讀理解能力學生，高閱讀理解能力學生的學習成效顯著優於中、低閱讀理解能力學生。
四、在接受不同提問策略後之自我認知方面：不同提問策略對不同閱讀理解能力學生之交互效果、主要效果均不顯著。

最後，本研究根據理論架構與上述的結果進行討論，並針對實際應用和未來研究方向提出一些建議。

This research was implemented to test the effect of generic question stems and signal words strategies on reading comprehension and questioning competence for students with different reading abilities. A nonequivalent-control group design was applied in the research. The participants were two intact classes of six-grade students in Taoyuan County. Twenty-nine students in the experimental group received generic question stems strategies while thirty students in the control group received signal words strategies. The experimental teaching lasted for seven weeks with two class periods per week. Two-way ANOVA, two-way ANCOVA and test of homogeneity of proportions were applied to test the research hypotheses on the effect of different instructional strategies on students’ reading comprehension, questioning competence, and self-cognition on reading.

Findings of this research included:
1. There was no significant interaction effect between the questioning strategy and reading ability on student’s direct reading comprehension. There was no significant interaction effect between the questioning strategy and reading ability on student’s interpretive reading comprehension. However, there was a main effect found on student’s reading abitlity. Students in the high ability group scored significantly higher than students in the middle or low ability group.
2. There was significant interaction effect between the questioning strategy and reading ability on student’s questioning competence. For the high reading ability students those who in the experimental group scored significantly higher than students in the control group. In the experimental group, students those who with high reading ability scored significantly higher than students with middle or low reading ability.
3. There were no significant interaction and main effect between the questioning strategy and reading ability on student’s self-cognition on reading.

Finally, based on the findings and results of this study, further discussions and suggestions were made.

中文書目
天下雜誌教育基金會策劃.編著（2008）。閱讀,動起來：借鏡國際成功經驗.看見孩子微笑閱讀。臺北市：天下。
王仁宏（2003）。後設認知策略教學對國小補校成人學生閱讀理解成效影響之研究。碩士論文，國立中正大學成人及繼續教育研究所。
王俐玲（2006）。交互教學法對提昇國中資源班學生閱讀理解成效之研究。碩士論文，國立彰化師範大學特殊教育學系所。
江佳倫(2009)。應用六何法與文句解析於軟體需求蒐集之研究。碩士論文，亞洲大學資訊多媒體應用學系碩士班。
沈欣怡（2006）。「推論性問題引導課程」對國小四年級學童推論理解與閱讀理解能力之影響。碩士論文，國立臺灣師範大學教育心理與輔導學系。
杜宜展、林世華（1998）。國小學生發問行為及其相關因素之研究。教育心理學報，30（2），143-167。
蔡松益 (譯)（2001）。Canfield, J. ＆ Hansen, M. V. 著。心靈雞湯:童年記事。臺中市：晨星。
林建平（1993）。整合學習策略與動機的訓練方案對國小閱 讀理解困難兒童的輔導效果。博士論文，國立台灣師範大學教育心理與輔導研究所。
林蕙芬（1997）。自我教導問-答閱讀策略對國中輕度智能不足學生閱讀理解效果之研究。特殊教育學報，12，103-123。
林淑美（2002）。交互教學法對國小五年級學生在科學性文章閱讀理解之研究。碩士論文，臺中師範學院語文教育學系碩士班。
林男勝（2007）。相互教學法對不同理解能力之國小六年級學童在閱讀策略運用與閱讀理解之影響。碩士論文，國立屏東教育大學教育心理與輔導學系。
林秀玲（2008）。發問策略教學對學生提問能力與閱讀理解之影響——以國小四年級國語科教學為例。碩士論文，國立臺北教育大學語文與創作學系語文教學碩士班。
林寶貴、錡寶香（2006）。中文閱讀理解測驗。台北：教育部特殊教育工作小組。
胥彥華（1988）。學習策略對國小六年級學生閱讀效果之研究。碩士論文，國立彰化師範大學特殊教育研究所。
何嘉雯（2002）。交互教學法對讀理解困難學生教學之研究。碩士論文，國立臺南大學特殊教育學系碩士班。
李映伶（2001）。聽覺障礙學生閱讀理解策略之個案研究。碩士論文，臺中師範學院國民教育研究所。
李中莉（2002）。以合作閱讀策略教學促進學童閱讀理解與字彙學習能力。碩士論文，國立台北師範學院兒童英語教育研究所。
李姿德（2002）。交互教學法對增進聽覺障礙學生閱讀理解能力。碩士論文，國立臺南大學特殊教育學系碩士班。
周玉婷（2006）。不同閱讀策略應用於網路資源教學對於國小高年級學童學習成效之研究。碩士論文，國立臺南大學教育學系課程與教學碩士班。
邱俊宏（1998）。後設認知策略訓練對高中生英文閱讀理解及態度的效益研究。碩士論文，國立高雄師範大學英語學系。
施頂清（1999）。自我發問策略與合作學習(小組討論)對國中生國文閱讀理解的效果比較考驗。碩士論文，國立中山大學教育研究所。
施哲仁(2005)。使用自我發問策略在闡述性文章之閱讀理解與主要意義回憶的成效探討。碩士論文，元智大學應用外語學系。
洪慧萍（2001）。合作學習融入閱讀教學模式對國小六年級學生閱讀理解後設認知閱讀動機影響之研究。碩士論文，屏東師範學院國民教育研究所。
陳盈伶（2001)。幼兒閱讀理解之教學研究。碩士論文，臺北市立師範學院國民教育研究所。
陳明琤（2005）。以線上新聞閱讀教學提升國中生閱讀理解及後設認知能力之研究。碩士論文，國立東華大學教育研究所。
陳玉如（2007）。閱讀教學教導自我發問策略之研究。碩士論文，國立花蓮教育大學國民教育研究所。
梁瑜芳（2001）。後設認知閱讀策略訓練對國中英文資源班學生閱讀理解之效益研究。碩士論文，國立高雄師範大學英語學系。
郭郁智（1999）。國民中學學生學習策略、批判思考能力與學業成就之相關研究。碩士論文，國立高雄師範大學教育學系。
郭靜姿（1991）。閱讀理解訓練方案對於增進高中學生閱讀策略運用與後設認知能力之成效研究。碩士論文，國立臺灣師範大學教育研究所。
莊啟榮（2002）。QARs閱讀理解的後設認知策略。國教新知，48 (3)，32-38
莊啟榮（2003）。閱讀理解策略的教學設計--應用QARs後設認知技巧。教育資料與研究，51，85-91。
連啟舜（2001）。國內閱讀理解教學研究成效之統合分析研究。碩士論文，國立臺灣師範大學教育心理與輔導研究所。
張春興（2000）。教育心理學—三化取向的理論與實踐。臺北市：東華。
張瑛玿（1993）。自我發問策略對國小學生的閱讀理解與自我發問能力之影響。碩士論文，國立臺灣師範大學教育心理與輔導研究所。
張玉成（1999）。教師發問技巧。臺北市：心理。
張玉梅（2002）。相互教學法對原住民國小六年級學生閱讀理解之教學成效研究。碩士論文，屏東師範學院教育科技研究所。
張郁屏（2008）。交互教學法對國小低成就學生閱讀理解能力影響之研究。碩士論文，國立臺北教育大學特殊教育學系碩士班。
許晴佩（2005）。QAR「問題－答案關係」閱讀理解策略教學對國小四年級學童閱讀理解成效之研究。碩士論文，臺中師範學院語文教育學系碩士班。
曾陳密桃（1990）。國民中小學生的後設認知及其與閱讀理解之相關研究。博士論文，國立政治大學教育研究所。
黃秀霜（1999）。中文年級識字量表。臺北市：心理出版社。
黃瓊儀（1995）。相互教學法對國小高年級學童閱讀理解能力、後設認知能力與閱讀態度之影響。碩士論文，國立嘉義師範學院國民教育研究所。
黃瓊儀（1996）。國小學童閱讀理解策略、閱讀理解歸因與閱讀理解能力相關之研究。國民教育研究學報，2，107-149。
黃瓊儀（2003）。不同閱讀理解策略教學對國小閱讀理解障礙學生教學成效之研究。碩士論文，國立台北師範學院特殊教育學系碩士班。
黃嶸生（2001）。整合式閱讀理解策略輔助系統對國小學童閱讀能力和策略運用的效果。碩士論文，國立臺灣師範大學資訊教育研究所。
董宜俐（2003）。國小六年級學童中文閱讀理解測驗編製研究。碩士論文，臺中師範學院教育測驗統計研究所。
楊榮昌（2001）。相互教學法對國小五年級學童閱讀理解、後設認知及閱讀動機之影響。碩士論文，屏東師範學院教育心理與輔導研究所。
楊勝惠（2008）。相互教學法對國小中年級學生閱讀解能力效應之研究。碩士論文，國立臺北教育大學課程與教學研究所。
詹文宏（1994)。後設認知閱讀策略對國小閱讀障礙兒童閱讀理解能力之研究。碩士論文，國立彰化師範大學特殊教育研究所。
齊若蘭,游常山,李雪莉等著（2003）。閱讀：新一代知識革命。臺北市：天下。
溫明麗（1997）。批判性思考教學—哲學之旅。臺北市：師大書苑。
廖晉斌（2003）。國文閱讀理解策略教學對增進國中生閱讀理解能力、閱讀策略運用及學業成就效果之研究。碩士論文，國立彰化師範大學輔導與諮商學系。
廖秋蓮（2007）。國小五年級國語文提問教學之研究。碩士論文，國立花蓮教育大學國民教育研究所。
蔣佳穎（2007）。自我發問、問題答案關係策略教學對國小六年級學童閱讀理解與閱讀動機之影響研究。碩士論文，國立屏東教育大學教育心理與輔導學系。
劉玲吟（1993）。後設認知閱讀策略的教學對國中低閱讀能力學生閱讀效果之研究。碩士論文，國立彰化師範大學特殊教育研究所。
鄭麗玉（1993）。認知心理學—理論與應用。臺北市：五南。
鄭昭明（1994）。認知心理學。臺北市：桂冠。
鄭宇樑（1996）。後設認知閱讀教學對國小學生科學文章閱讀理解、閱讀態度及後設認知能力影響之研究。碩士論文，國立台南師範學院國民教育研究所。
鄭毓霖（2003）。國小高年級學童閱讀理解能力與批判思考表現之關係。碩士論文，國立嘉義大學國民教育研究所。
蔡宜芳（2008）。質問作者策略教學對國小高年級學童閱讀提問表現、閱讀理解、後設認知與閱讀動機之影響。碩士論文，國立屏東教育大學教育心理與輔導學系。
賴榮興（2007）。自我發問教學對國小五年級學生發問與閱讀理解表現之研究。碩士論文，國立花蓮教育大學國民教育研究所。
鍾雅婷（1999）。學習策略教學對國小六年級學童閱讀理解成效之研究。碩士論文，屏東師範學院國民教育研究所。
簡憶茹（2005）。相互教學法對國中聽覺障礙學生閱讀理解與語句書寫表達成效之研究。碩士論文，慈濟大學教育研究所。
盧雅琪（2004）。交互教學法運用於現代文學閱讀教學之研究。碩士論文，屏東科技大學技術及職業教育研究所。

西文部分
Anderson , J. R. (1990). Cognitive psychology and its implications. New York: W.H. Freeman.
Anderson, L. W., & Krathwohl, D. R. (eds.) (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom's taxonomy of educational objectives. New York: Longman.
Andre, M. E.D.A., & Anderson, T. H. (1978). The development and evaluation of a self-questioning study technique. (Technical Report No. 87.)Illinois Univ., Urbana. Center for the Study of Reading.,Bolt, Beranek and Newman, Inc., Cambridge, MA.
Ausubel, D. P. (1963). The psychology of meaningful verbal learning : an introduction to school learning. New York : Grune & Stratton
Ausubel, D. P. (1969). Readings in school learning. New York : Holt, Rinehart and Winston
Ausubel, D. P. (1969). School learning ; an introduction to educational psychology. New York, Holt, Rinehart and Winston.
Baker,L. (1979). Do I understand or do I not understand: That is the question. (Reading Education Report No. 10.), Linda,Illinois Univ., Urbana. Center for the Study of Reading.,Bolt, Beranek and Newman, Inc., Cambridge, MA.
Baker,L., & Brown, A. L.(1980). Metacognitive skills and reading. (Technical Report No. 188.). Urbana: University of Illinois,Center for the Study of Reading.
Bartlett, F. C. (1932). Remembering: A Study in Experimental and Social Psychology. Cambridge: Cambridge University Press. ( http://www.ppsis.cam.ac.uk/bartlett/TheoryOfRemembering.htm)
Beck, I. L., McKeown, M. G., Cheryl, S., Kucan, L. & Worthy, J. (1996). Questioning the author: A yearlong classroom implementation to engage students with text. The Elementary School Journal, 96(4), 385-415.
Bloom, B. S. (ed.) (1956). Taxonomy of educational objectives, the classification of educational goals ?Handbook I: Cognitive Domain. New York: Longmans
Bloom, L., Merkin, S. & Wootten, J.(1982).Wh-Questions: Linguistic Factors that Contribute to the Sequence of Acquisition. Child Development, 53(4), 1084-1092
Bransford, J. D., & Schwartz, D. L. (1998). A time for telling. Cognition and Instruction, 16(4), 475-522.
Brown, A. L., & Palincsar, A. S. (1982). Inducing strategic learning from texts by means of informed, self-control training. (Technical Report No. 262.) Urbana: University of Illinois, Center for the Study of Reading.
Brown. A.L., Bransofrd, J.D., Ferrara, R. A.,& Caopione, J.C. (1983). Learning, remembering and understanding. In P.H.Mussen (Ed.), Handbook of Child Psychology (4th ed.) (vol.3,pp77-166). New York: John Wiley & Sons.
Brown, A. L., & Campione, J. C. (1986). Psychological theory and the study of learning disabilities. American Psychologist, 41 (10), 1059-68.
Brown, A. L., & Palincsar, A. S. ( 1986). Guided, cooperative learning and individual knowledge acquisition.( Technical Report No. 372. ) (ED270738)
Cambridge Advanced Learner's Dictionary(3rd ed.)(2008). Cambridge University Press.
Carver, R. P. (1973). Reading as reasoning: Implications for measurement. In W. H. MacGinitie (Ed.), Assessment problems in reading. Newark, DE: International Reading Association.
Chall, J.S. (1983). Stages of reading development, New York: McGraw-Hill.
Chall, J. S., Indrisano. & Roselmina. (1995). Literacy development. Journal of Education, 177(1), 63-84
Collins, A., & Smith, E. E.(1980). Teaching the process of reading comprehension. Urbana: University of Illinois, Center for the Study of Reading.
Costa, J., Caldeira, H., Gallastegui, J.R., & Otero, J. (2000). An analysis of question asking on scientific texts explaining natural phenomena. Journal of Research in Science Teaching, 37(6), 602-614 .
Davey, B., & McBride, S. (1986). Effents of question-generation on reading comprehension. Journal of Educational Psychology,78(4)256-26.
Davey, B. & McBride, S.(1986). Generating Self-Questions After Reading: A Comprehension Assist for Elementary Students. Journal of Educational Research, 80(1). 43-46.
Dillon, J.T. (1988). Questioning and teaching : a manual of practice. London : Croom Helm.
Duke, Nell K., & Pearson, P. David. (2002). What research to say about reading instruction. International reading association.
Durkin, D. (1978). What classroom observations reveal about reading comprehension instruction. (Technical Report No. 106.).Illinois Univ., Urbana. Center for the Study of Reading.,Bolt, Beranek and Newman, Inc., Cambridge, MA.
Flavell, J. H. (1981). Cognitive monitoring. In W. P. Dickson (Ed.). Children's oral communication skills. New York: Academic Press.
Flavell, J. H. (1985). Cognitive development. Englewood Cliffs, New Jersey：Prentice-Hall.
Frase, L. T., & Schwartz, B. J. (1975). Effect on question production and answering on prose recall. Journal of Educational Psychology, 67(5), 628-635.
Gagne, E. D., Yekovich, C. W.. & Yekovich, F. R. (1993). The cognitive psychology of school learning. New York：HarperCollins College Publishers.
Graesser, A. C., & Person, N. K. (1994). Question asking during tutoring. American Educataional Research Journal, 31(1), 104-137.
Hansen, J.(1981). The effect of inference training and practice on young children＇s reading comprehension. Reading Research Quarterly, 16, 391-417.
Hofstein, A., Navon, O., & Kipnis, M. (2005). Developing students' ability to ask more and better questions resulting from inquiry-type chemistry laboratories. Journal of Research in Science Teaching, 42(7), 791-806..
King, A. (1989).Effects of self-questioning training on college students' comprehension of lectures. Contemporary Educational Psychology, 14(4), 366-81. (EJ399824)
King, A. (1990). Enhancing peer interaction and learning in the classroon through reciprocal questioning. American Educational Research Journal, 27(4), 664-687
King, A. (1991). Effects of training in strategic questioning on children's problem-solving performance. Journal of Educational Psychology, 83(3), 307-317
King, A. (1991).Reciprocal peer-questioning for learning from lectures. The Education Digest, 57(1), 59-61.
King, A. (1992). Comparison of self-questioning, summarizing, and notetaking-review as strategies for learning from lectures. American Educational Research Journal, 29(2), 303-23. (EJ449454)
King, A., & Rosenshine,B. (1993). Effect of guided cooperative-questioning on children＇s knowledge construction. Journal of Experimental Education, 61(2), 127-148.
King, A. (1994). Guiding knowledge construction in the classroom: effects of teaching children how to question and how to explain. American Educational Research Journal, 31(2), 358-68.
King, A. (1995). Designing the instructional process to enhance critical thinking across the curriculum. Teaching of Psychology, 22(1), 13-17.
King, A. (2002). Structuring peer interaction to promote high-level cognitive processing. Theory into Practice, 41(1), 33-39. (EJ648202)
Long, D.L., golding, J.M., Graessar, A.C., & Clark, L.F.(1990). Goal, enent, and state inferences: An investigation of inference generation during story comprehension. In A.C. Graesser & G.H. Brower(Eds.), Inferences and text comprehension. New York: Academic.
Manzo, A. V. (1969). The ReQuest procedure. Journal of Reading, 20, 123-26.
Mayer, R. E. (1987). Educational psychology:a cognitive approach. New York : Harper Collins Publishers
McGee, A., & Johnson, H.(2003). The effect of inference training on skilled and less skilled comprehenders. Educational Psychology, 23(1), 49-59.
Miyake, N., & Norman, D. A. (1979). To ask a question, one must know enough to know what is not known. Journal of Verbal Learning and Verbal Behavior, 18(3), 357-64.
Moates, D. R., & Schumacher, G. M. (1980). An introduction to cognitive psychology. Belmont, CA: Wadsworth.
Mugny, G., & Doise, W. (1978). Socio-cognitive conflict and structure of individual and collective performances. European Journal of Social Psychology, 8(2), 181-192.
NRP(National Reading Panel)(2000). Teaching Children to Read.2000.4.13，http://www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf (Accessed: Date: Nov. 15. 2009.)
Norris, S. P. ( 1985). Synthesis of research on critical .Thinking Educational Leadership, 42(8), 40-45. (EJ319814)
Palincsar, A. S. (1984). Reciprocal Teaching: Working within the zone of proximal development. Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April 23-27,, 1984) (ED246385)
Palincsar, A. S., & Brown, D .A. (1987). Enhancing instructional time through attention to metacognition.Journal of Learning Disabilities, 20(2), 66-75.
Paris, S. G., Cross, D. R. & Lipson, M. Y. (1984). Informed strategies for learning: A program to improve children＇s reading awareness and compehension. Journal of Educational Psychology, 76(6), 1239-1252.
Pearson, P.D. & Johnson, D. D. (1978). Teaching Reading Comprehension. New York: Holt, Rinehart and Winston.
Pearson, P.D, (2000). Handbook of reading research. Mahwah, N.J. :L. Erlbaum Assoc.
Perfetti, C. A., & Curtis, M. E. (1986). Reading. In R. F. Dillon & R. J. Sternberg (Eds.), Cognition and instruction, 13-57, Orlando, FL: Academic.
Piaget, J. P. (1952). The origins of intelligence in children. International Universities Press, New York.( translated by Margaret Cook,1963. )New York: W. W. Norton & Company.
PIRLS(2006). http://lrn.ncu.edu.tw/pirls/PIRLS%202006%20Report.html. (Accessed: Date: Jun. 5. 2009)
Pressley, M. (2000). What should comprehension instruction be the instruction of? In M.L, Kamil,P. Mosenthal, P.D. Pearson , & R.Barr(Eds.), Handbook of Reading Research(Vol.3,pp.545-564). Mahwah, NJ:Erlbaum.
Raphael, T.E., & Pearson, P.D. (1985). Increasing students＇ awareness of sources of information for answering questions. American Educational Research Journal, 22, 217-236.
Raphael, Taffy E. & Au, Kathryn, H. (2005). QAR: Enhancing comprehension and test taking across grades and content areas. Reading Teacher, 59(3),206-221, (EJ738005)
Raphael, T. (1982). Improving question-answering performance through instruction. Illinois Univ., Urbana. Center for the Study of Reading.,Bolt, Beranek and Newman, Inc., Cambridge, MA.
Raphael, T. E., & Pearson, P. D. (1982) The effect of metacognitive training on children's question-answering behavior.Illinois Univ., Urbana. Center for the Study of Reading.,Bolt, Beranek and Newman, Inc., Cambridge, MA.
Resnick, L. (1987). Education and learning to think. Washington, DC:National Academy Press.
Reigeluth, C. (1992). Elaborating the elaboration theory. Educational Technology Research & Development, 40(3), 80-86.
Rickards, J. P., & DiVesta, F. J. (1974). Type and frequency of questions in processing textual material. Journal of Educational Psychology, 66(3), 354-362.
Robinson, F. P. (1970). Effective study (4th ed.). New York: Harper & Row.
Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: a review of the intervention studies. Review of Educational Research, 66(2), 181-221.
Rowland, C. F., Pine, J. M., Lieven, E. V. M.,& Theakston, A. L.(2003). Determinants of acquisition order in wh-questions: re-evaluating the role of caregiver speech. Journal of Child Language, 30(3), 609-636.
Rumelhart, D.E., & Norman, D.A. (1983). Represetation in memory. In R. C. Atkinson, R. J. Herrnstein, G. Lindzey, & R.D. Luce (Eds.), Stevens' Handbook of Experimental Psychology. New York:John Wiley
Shayer, M. (1977). Piaget and Vygotsky: A necessary marriage for effective educatioanal intervertion. In Smith, L., Dockrell, J. & Tomlinson, P. (1997). Piaget, Vygotsky and beyon: future issues for developmental psychology and education. London : Routledge.
Singer, H.(1978). Active comprehension: from answering to asking questions. Reading Teacher, 31( 8), 901-908.
Stahlman, L.& Barbara(1989). Three Goals for Teachers: Asking Comprehensible Questions of Language Delayed Students. (ED315243)
Sternberg, R.J. & Williams, W.M(2002). Educational psychology. Boston : Allyn and Bacon.
Tinsley, D. C. (1973). Use of questions. Educational Leadership, 30( 8), 710-713.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Webb, N. M. (1989).Peer interaction and learning in small group. International Journal of Educational Research, 13, 21-39.
Wehmeier, S., McIntosh, C., & Turnbull, J.(2005). Oxford Advanced Learner＇s Dictionary(7th ed.). Oxford University Press.
Weinstein, C. E. (1978). Elaboration skills as a learning strategy. In H. G. O＇Neil, Jr. (Ed.), Learning strategies. New York: Academic Press.
Weinstein, B. D., & Bearison, D J. (1985). Social interaction, social observation, and cognitive development in young children. European Journal of Social Psychology, 15, 333-343.
William, T. J., Wickstrom, K.,& Jones, K.(2006). Effect of a Combined Repeated Reading and Question Generation Intervention on Reading Achievement. Learning Disabilities Research & Practice, 21(2), 89-97.
Wikipedia,〝5W1H.〞http://ja.wikipedia.org/wiki/ (Accessed: Date: Apr. 15. 2010.)
Wong, B.Y.L. (1985). Self-questioning instructional research: a review. Review of Educational Research, 55(2), 227-268.
Wood, E., Pressley, M., & Winne, P.H.(1990). Elaborative interrogation effects on children＇s learning of factual content. Journal of Educational Psychology, 82, 741-748.