1. Metamemory, Wellman, Fravell, , 1981
2. 수업방법, 조영태, 이용숙, , 1989
3. 읽기교육, 최현섭, 최영환, , 1996
4. 학습지도, 함종규, 익문사, , 1970
5. San Francisco, Welfare.Cooperative Research Project No, , 1574
6. 수업 전략, 고영희, , 1990
7. Lesson formats, Dunkin, , 1987
8. Effective study, Robinson, , 1946
9. Ways of teaching, Jenkinson, Ways of teaching, , 1973
10. 발문법 원론, 박병학, , 1986
11. 수업의 기초, 이영덕, 홍순정, 김종서, , 1988
12. Models of Teaching, Weil, M., , 1986
13. Levels of questions, Carner, , 1963
14. Small group methods, Slavin, , 1987
15. What is a question?, Wellington, , 1962
16. 수업의 개별화, 김순택, 이희도, , 1986
17. Cooperative learning, Slavin, Robert E, Longman, , 1983
18. 수업 방법 탐구, 박영배, 최유현, , 1998
19. Interest and Education, DeGarmo, , 1944
20. 수업원리와 실제, Cole, 권낙원, Chan, , 1994
21. 질문제시의 기법, 변홍규, , 1996
22. 창의성에의 초대, 임선하, 敎保文庫, , 1993
23. (One second of reading), J.A.Kavanagh, Gough, , 1972
24. The teaching of thinking, Nickerson, Raymond S, L. Erlbaum Associates, , 1985
25. Iowa Tests ofBasic Skills, Hoover, Hieronymus, , 1978
26. The conditions of learning, Gagne, Robert Mills, Holt, Rinehart and Winston, , 1965
27. Peer and cross-age tutoring, Gaustad,J, , 1993
28. Teachers out-talk the pupils, S.M, , 1940
29. 삐아제의 인지발달론, 정태위, , 1976
30. The language of the classroom, Bellack, Arno A, Teachers College Press, Teachers College, Columbia University, , 1966
31. Psychology in teaching reading, Dechant, Smith, , 1961
32. Teaching reading comprehension, Pearson, P. David, Holt, Rinehart and Winston, Teaching reading comprehension, , 1978
33. The SQ3R method in grade seven, Donald, , 1967
34. Teacher questioning and reading, Guszak, , 1967
35. 수행평가의 타당성 연구, 남명호, 한국교육평가학회, 고려대학교 대학원 박사학위논문, , 1995
36. 토의수업의 이론과 실제, 권낙원, 현대교육출판사, , 1996
37. Taxonomy of reading comprehension, Barrett, , 1974
38. Exploration in applied linguistics, Widdowson, , 1979
39. The Psychology Of Teaching Methods, Gage, N.L, The University Of Chicago Press, , 1976
40. Teaching and the art of questioning, Dillon, , 1983
41. The guidence of learning activities, Burton, , 1962
42. Asking questions to trigger thinking, Aschner, , 1961
43. Research in comprehension in reading, Davis, , 1968
44. The art of efficient reading(2nd ed), Berg, Spache, , 1966
45. Context, time, and direct instruction, Rosenshine, "Context, , 1979
46. Schema theory and ESL readingpedagogy, Carrel, Eisterhold, , 1983
47. Reading study skills: Math and science, Fay, , 1965
48. A theory of cooperation and competition, Deutsch, , 1949
49. Behind the eye: What happens in reading, Goodman, Behind the eye : what happens in reading, , 1970
50. Classroom behavior and underachievement, Perkins, , 1965
51. The instruction of readingcomprehension, Pearson, Gallagher, , 1983
52. Think ing in elem entaryschool children, Elzey, T aba, Levines, , 1964
53. Toward and interactive model of reading, Rumelhart, , 1977
54. Using teacher/student generatedquestions, Rakes, Scott, , 1983
55. Communication education in the- 81 -80' s, Galvin, Cooper, , 1981
56. ERIC/RCS r eport : Questioning techniques, Langer, , 1982
57. Questioning skills, for teachers (4th ed.), Wilen, "Questioning skills, , 1991
58. Teaching Behaviors and Student Achievement, Rosenchine, B., , 1971
59. Review of research on questioningtechniques, Gall, Rhody, , 1987
60. Reading : the patterning of complex behavior, Clay, Marie M, Heinemann Educational Books, , 1979
61. Follow-through classroom observationevaluation, Stallings, Kaskowitz.D, , 1974
62. A field test of progrmmed and directed tutoring, Ellson, , 1968
63. Self-question instructional research : A review, Wong, , 1985
64. Strategies childrenuse when answering questions, Pearson, Raphael, , 1980
65. Synthesis of research on teachers′questioning, Gall, , 1984
66. A training Program for student Mathematics tutors, Cohen,P, , 1978
67. Differences in approaches to learning:An overview, Bransford, Perfetto, , 1982
68. Directing reading maturity as a cognitive process, Stauffer, Russell G, Harper & Row, , 1969
69. Circles of learning : cooperation in the classroom, Johnson, David W, Interaction Book Co., , 1993
70. Teacher' s objects and questions in primary reading, Bartolom, , 1969
71. The internal dynamics ofcooperative learning groups, Johnson, , 1985
72. The Importance of Teacher Questions in the Classroom, Hargie, Owen D.W., , 1978
73. Overt and covert use of objectives of differentlevels, Duell, , 1977
74. Determining the level of inquiry in teacher' questions, Ladd, , 1969
75. Techniques for developing discovery questioning skills, Carin, , 1970
76. A preliminary report on analysesof classroom interaction, Gallagher, Aschner, , 1963
77. Effect of reader-generated questions on learning fromprose, Morse, , 1975
78. Peer tutored paired reading: Outcome data from tenprojects, Topping, , 1978
79. Improving Question-Answering Performance throughInstruction, Raphael, , 1982
80. remembering : a study in experimental and social psychology., Bartlett,Frederic C, Cambridge University Press, Remembering: A study in experimental and socialpsychology, , 1995
81. Oral questioning strategies for teaching readingcomprehension, Bugsch, , 1985
82. Toward a theory of automatic information processing in reading, LaBerge, Samuels, , 1974
83. Self-generated questions and reading recall: Doestraining help?, MacDonald, , 1986
84. The effectiveness of a diagnostically structuredreading program, Klosterman, , 1970
85. Effects of cooperative and shard feedback on spellingachievement, Oudenhoven, Swen-Koopmans, , 1987
86. Metacognition, instruction, and therole of questioning activities, Gavelek, Raphael, "Metacognition, , 1985
87. Pupil questioning behavior in the context of classroominteraction, Dodl, , 1966
88. On asking people questions aboutwhat they do when they are reading, Anderson, Biddle, , 1975
89. Teaching the process ofreading comprehension. (Tech. Rep. No. 182), Collins, , 1980
90. A Meta-Analysis of Experimental Research on Teacher Questioning Behavior, Redfield, D.L. and Elaine Waldman Rousseau, , 1981
91. Analysis and Evaluation Questions : Their Effects upon Critical Thinking, Hunkins, F.P., , 1970
92. Beginning reading theory and comprehension questions inteachers' manuals, Hare, , 1982
93. The classroom behavior setting its nature and relation.to student behavior, Gump, , 1967
94. Learning together and alone: cooperation,competition, and individualization, John, Johnson, "Learning together and alone:cooperation competition, , 1975
95. The role of questioning in developing readingcomprehension in social studies, Van Jura, , 1982
96. What you see is what you get consistencypersistecy, and mediocrity in classrooms, Sirotnik, "What you see is what you get consistencypersistecy, , 1983
97. Training children to use aself-questioning strategy for studying expository prose, Dreher, , 1982
98. Process-product correlations in theTexas teacher effectiveness study: Final Report, Evertson, Brophy, , 1974
99. 협동학습 수업전략과 경쟁학습전략이 학업성취에 미치는효과, 李東原, 한국교육학회, , 1990
100. An analysis of the oral questioning activity inselected Colorado Primary Classrooms, Floyd, , 1960
101. Follow through classroom process measurement andpupil growth (1970-71) Final Report, Soar, , 1973
102. Metalinguistic development and readingacquisition (Final Report, Grant BNS76-09559), Ryan, "Metalinguistic development and readingacquisition (Final Report, , 1980
103. Understanding reading : a psycholinguistic analysis of reading and learning to read, Smith, Frank, Holt, Rinehart and Winston, Understanding Reading : A Psycholinguistic Analysis ofReading and Learning to Read, , 1978
104. Experiments relating teachers' use of higher cognitivequestions to student achievement, Winne, , 1979
105. Comprehension monitoring : Indentifying and coping withtext confusions (Tech Rep. No. 145), Baker, , 1979
106. 집단경쟁과 집단무경쟁 협동학습이 학업성취와 학습동기에 미치는 효과, 이동원, 계명대학교 대학원, 집단 경쟁과 집단 무경쟁 협동 학습이 학업성취와 학습동기에 미치는 효과, , 1991
107. What do standized tests of reading comprehensionmeasure in terms of efficiency, accuracy, and rate?, Carver, "What do standized tests of reading comprehensionmeasure in terms of efficiency, , 1992
108. Meta-analyses and the effects of variousrewards systems : Some different conclusions from Johnson et al, Cook, Cotton, , 1982
109. A study of the relationship of classroom questionsand social studies achievement of second grade children, Buggey, , 1971
110. Problem solving with equals: Peercoollaboration as a context for learning mathematics and spatial concepts, Phelps, Daman, , 1989
111. The englemann approach to teachinglogical thinking: Findings from the administration of some Piagetian tasks, Kamil, Derman, , 1971
112. Active comprehension: Problem-solvingschema with question generation for comprehension of complex short stories, Singer, Singer, H, Donlan, , 1982
113. Increasing metacomprehension inlearning-disabled and normally-achieveing students through self-questioning training, Jones, Wong, , 1982
114. An examination of fifth- andeighth-grade children' s question-answering behavior an instructional study inmetacognition, Raphael, Mckinney, , 1983
115. The relationship between teacher behaviors and theincidence of thought provoking questions by students in secondary schools, Johns, , 1968
116. An investigation into the differences betweenstudent-constructed versus experimenter-constructed post-questions on thecomprehension of expository prose, Pederson, , 1976
117. An inverstigation of the efficacy of a questioning- 82 -training procedure on increasing the reading comprehension performance of juniorhigh school learning-disabled students, Hori, , 1977