Effects of self-directed learning, story comprehension, and self-questioning in kindergarten

The effects of children's questioning at the kindergarten level were investigated. Two theory-based intervention methods—active processing and metacognitive—and a conventional control group were used to facilitate questioning. Theory-based intervention was expected to enhance achievements in the quality of questioning, story comprehension, and self-directed learning in both short- and long-term testing; also, the metacognitive results were expected to surpass those of active processing. Ninety-three children from 7 kindergartens were randomly assigned to the above 3 groups. Theory-based training was more efficacious, and the metacog-nitive-based method was superior to the active processing method, especially in generating quality questions and in selfdirected learning.