NotesFAQContact Us
Search Tips
ERIC Number: EJ820269
Record Type: Journal
Publication Date: 2009-Jan
Pages: 3
Abstractor: ERIC
ISSN: ISSN-0889-9371
Reading for Meaning: Questioning
Trinkle, Catherine
School Library Media Activities Monthly, v25 n5 p48-50 Jan 2009
An essential literacy skill is asking questions. Because reading comprehension strategies should be taught directly and explicitly, students need to be told that they should ask questions throughout their research and that all questions are valid. While library media specialists are not reading teachers, the work they do with students in the library media center helps students become better readers. Library media specialists can help students create good questions and read for meaning, thus making the reading and research connection clear and strong to the school community. In this way, library media specialists can become both a vital teaching partner and a valuable resource for students and teachers. In the library media center, reading strategies and writing skills are embedded in the research process and reading comprehension strategies taught by language arts teachers. These strategies can also be applied in other areas of the curriculum thus providing a way for students to use them in a different setting. In this article, the author presents reading comprehension strategies that are taken from Ellin Keene's "Mosaic of Thought, The Report of the National Reading Panel: Teaching Children to Read" (2000) and Robert Marzano's "Classroom Instruction that Works" (2001). They are also each deeply embedded in the new "AASL 21st-Century Standards" (2007). The author also presents information from "AASL Standards for the 21st-Century Learner" which supports the importance of questioning during any research process.
Libraries Unlimited. Subscription Department, 88 Post Road West, Westport, CT 06881. Tel: 888-371-0152; Fax: 203-454-8662; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A