Scribd
Upload
37 views

Questioning

The document discusses using questioning as an active reading strategy for both struggling and strong readers. It recommends that teachers model asking questions before, during, and after reading to improve comprehension. High-level, open-ended questions that require inference and critical thinking are most effective. The document provides tips for implementing questioning strategies in the classroom, such as encouraging peer discussions and noting questions students generate from their own background knowledge.

Uploaded by

Crisnelyn
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
37 views

Questioning

The document discusses using questioning as an active reading strategy for both struggling and strong readers. It recommends that teachers model asking questions before, during, and after reading to improve comprehension. High-level, open-ended questions that require inference and critical thinking are most effective. The document provides tips for implementing questioning strategies in the classroom, such as encouraging peer discussions and noting questions students generate from their own background knowledge.

Uploaded by

Crisnelyn
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 11

QUESTIONING

1. Questioning as an Active Reading


Strategy for Struggling Readers
2. Questioning as an Active Reading
Strategy for Strong Readers
QUESTIONING AS AN ACTIVE READING STRATEGY FOR STRUGGLING READERS

• Questioning is a strategy that readers use to engage with the


text. Questioning techniques help the reader to clarify and
comprehend what he is reading.
• Struggling readers tend not to ask questions of themselves or the
text as they read. Teachers who model how to ask questions
while reading help children to learn how to build interest with
the text and become stronger readers.
QUESTIONING AS AN ACTIVE READING STRATEGY FOR
STRONG READERS

• Even children who are strong readers don’t know instinctively


that good readers ask questions as they read. Teaching
questioning techniques can make strong readers even more
advanced. When readers ask questions as they read, they are not
only interacting with the text to make meaning of it, but they are
also monitoring their own comprehension of what they are
reading.
The simple fact that a reader is asking questions as he reads is
evidence that the child has a purpose in reading. Reading with a
purpose increases reading comprehension because the reader is
making a personal connection with the text. Questioning
facilitates this personal connection.
When students regularly ask questions, they are encouraged to: 
• engage with the text
• think critically
• look for answers in the text
• discuss the text with others, and generate ‘high quality talk’
HOW TO TEACH QUESTIONING
DURING READING 
1. Encourage students to ask questions before, during, and after reading. This engages
their interest, promotes comprehension, and gives them a reason to read. 
• Asking questions before reading encourages students to skim and scan the text,
including the cover and contents page, to activate prior knowledge and make
predictions about the text
• Asking questions during reading often takes the form of questioning the content, the
author, the events, the issues, and the ideas.
• Asking questions after reading can stimulate critical analysis and further research on
the topic. Students can be encouraged to ‘look behind the text’ for the author’s
perspectives, purpose and voice.
2. Model to students how to ask high-level questions that invite
thoughtful answers, that require students to ‘
draw inferences and think beyond the text’. High-level questions
don’t have simple yes/no answers, they are open-ended to
encourage answers with more depth.
Simply adding a “why/why not?” can be helpful for
this. Support your students to practice asking open-ended
questions.
3. As you read, it is productive to have questions asked and
answered, not just by you, but by and with your students, too.
Their peer-to-peer discussions will reveal insights as to their
understanding of the text.
4.The questions your students ask may be different depending on
their individual background/world knowledge. Take note of these
questions, and use them to foster further discussion and
interaction with the text.
5. After reading, identify any questions that weren’t answered
before or during reading, or ask students to form new questions
about things that sparked their interest. These questions can
inspire follow-on reading or research. Ask students to brainstorm
sources where they could find answers to their questions. 
KEY POINTS:
• When questions are purposely designed, both teachers and students will benefit as
students will acquire the ability to make connections to prior learning as well as
make meaning of the world around them.
• Through the planning and implementation of questions that require high level
thinking, educators foster the kind of engagement and critical thinking skills that
students will need to process and address new situations.
• Higher level questioning requires students to further examine the concept(s) under
study through the use of application, analysis, evaluation, and synthesis while
lower level questioning simply requires students to gather and recall information.
Lower level questions are easier for teachers to produce but do not encourage
students to engage in higher level or higher order thinking (Tienken et al., 2010).
• Moreover, Nappi discussed, that an instructor using the Socratic
approach is not looking for a specific correct answer but is, in fact,
inspiring students to reflect on their thinking. Socrates respected the
experiences, understandings, and knowledge that individuals had
gained through life experiences and believed that, through
questioning, previously attained knowledge could be used to
develop thinking supported by rationales and logic (Byrne, 2011).

You might also like