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ERIC Number: EJ1112129
Record Type: Journal
Publication Date: 2016
Pages: 8
Abstractor: As Provided
ISSN: ISSN-0034-0561
When Readers Ask Questions: Inquiry-Based Reading Instruction
Ness, Molly
Reading Teacher, v70 n2 p189-196 Sep-Oct 2016
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.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A