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When Readers Ask Questions: Inquiry‐Based Reading Instruction
Author(s) -
Ness Molly
Publication year - 2016
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1492
Subject(s) - reading comprehension , psychology , reading (process) , comprehension , literacy , reading motivation , ask price , mathematics education , cognition , pedagogy , reciprocal teaching , linguistics , philosophy , economy , economics , neuroscience
When literacy instruction is driven by student‐generated questions, students are able to dive deeper into text. This article explores the cognitive and motivational benefits of question generation to foster reading comprehension. The author presents classroom vignettes where students become inquisitive readers by posing their own questions. As they generate questions within and beyond the text, these authentic student inquiries promote reading comprehension and text engagement.