Questioning as thinking: a metacognitive framework to improve comprehension of expository text

Despite a push to develop high levels of active engagement in learning by helping students reflect, refine and extend their ideas through effective questioning strategies, evidence suggests that teacher‐dominated interaction patterns permeate classroom instruction. This Initiate, Respond and Evaluat...

Full description

Saved in:
Bibliographic Details
Published in:Literacy (Oxford, England) England), 2011-07, Vol.45 (2), p.84-90
Main Authors: Wilson, Nance Speizman, Smetana, Linda
Format: Article
Language:English
Subjects:
Comprehension
content area reading
Instruction
Learner Engagement
Literacy
Metacognition
Questioning
Questioning Techniques
Reading Comprehension
Reading Instruction
Students
Teachers
Teaching methods
Think Aloud
Thinking Skills
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Despite a push to develop high levels of active engagement in learning by helping students reflect, refine and extend their ideas through effective questioning strategies, evidence suggests that teacher‐dominated interaction patterns permeate classroom instruction. This Initiate, Respond and Evaluate process leads students to maintain a passive stance towards learning and non‐engagement with text. As a result students fail to develop the strategies to solve comprehension problems and monitor their own learning with text. In contrast, effective, active instructional patterns provide students with opportunities to negotiate textual meaning. Through the use of the Question as Thinking framework we provide teachers with tools to enable pupils to reflect on their reading and understanding of expository texts. This article describes a framework for questioning designed to assist in the development of an active instructional pattern promoting the joint negotiation of meaning.
ISSN:1741-4350
1741-4369
DOI:10.1111/j.1741-4369.2011.00584.x