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ERIC Number: ED261349
Record Type: Non-Journal
Publication Date: 1985
Pages: 17
Abstractor: N/A
Reference Count: N/A
Creative Reading through Self-Questioning.
Sanacore, Joseph
As individuals read, they construct meaning at various levels, including literal, interpretive, and critical. One part of this comprehension act is creative reading, which may be promoted by self-questioning so that students become personally involved in the material they read. To guide students' self-questioning strategies, teachers can both pose questions that require readers to go beyond textual implications and model subtasks, such as asking and answering inferential questions, finding clues to substantiate inferential questions, and explaining the relationship of clues to answer. Teachers can also provide students with a problem-solving schema for comprehending complex short stories. A possible approach to encouraging continuity in self-questioning and responding is recreational reading in the content areas, thus encouraging students to select their own materials and to read at their own pace. Personal questioning is not the only way of encouraging creative thought, however, and creative reading does not replace other aspects of the comprehension act. (DF)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A