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Text‐Dependent Questions: Reflecting and Transcending the Text
Author(s) -
Boelé Amy L.
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.1493
Subject(s) - comprehension , literal (mathematical logic) , reading comprehension , meaning (existential) , psychology , object (grammar) , literal and figurative language , reciprocal teaching , action (physics) , reading (process) , linguistics , philosophy , physics , quantum mechanics , psychotherapist
Abstract Posing text‐dependent questions is crucial for facilitating students' comprehension of the text. However, text‐dependent questions should not merely ask students to reflect the author's literal or even inferential meaning. The author's message is the starting place for comprehension, rather than the end goal or object of comprehension. The text itself should be a tool for greater engagement with the ideas the author presents. Readers transcend the text when they question, challenge, and evaluate the veracity of the author's message. Importantly, they relate the text to their lives and use it to take action in solving problems in their world. This manuscript presents suggestions and considerations for asking text‐dependent questions that both reflect and transcend the text.