ERIC Number: ED311398
Record Type: RIE
Publication Date: 1989
Reference Count: N/A
Questions Good Teachers of Reading Should Ask.
Hull, Starr; Shaw-Baker, Margaret
Good teachers of reading should ask questions which link the research knowledge base in reading, effective teaching, and learning with proficient decision-making skills. These questions should focus on the content to be taught, the behaviors of the student, and the behaviors of the teacher. Content questions address central concepts, prior knowledge needs, strategies to be taught, difficult vocabulary, inferential questions to be asked, and ways to integrate other subjects in the curriculum. Questions concerned with learning behavior of the student are aimed at discovering in which mode the student learns most easily and how the student will show understanding of what has been learned, and of the skills which aid comprehension. Behavior of the teacher questions address how to determine the student's prior knowledge, building background knowledge, teaching comprehension strategies, incorporating principles of motivation and practice, managing instructional time, providing immediate and continuous assessment upon which to base future decisions, integrating subjects, reading orally to the students, and providing silent reading time. All these questions serve as the basis for a model lesson. By implementing the decisions reached after this questioning process, teachers will transfer control of the reading reasoning process from themselves to their students. This will promote the development of students as active, constructive, strategic, fluent, and motivated readers. (MG)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Reading Association (34th, New Orleans, LA, April 30-May 4, 1989).