NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ907581
Record Type: Journal
Publication Date: 2010-Dec
Pages: 4
Abstractor: As Provided
Reference Count: 8
ISSN: ISSN-0034-0561
Taking on the Role of Questioner: Revisiting Reciprocal Teaching
Williams, Joan A.
Reading Teacher, v64 n4 p278-281 Dec 2010
English learners (ELs) often struggle with asking questions in the classroom. They frequently need support to become confident questioners when confusion arises during reading. This skill becomes even more significant when such learners transition into mainstream classrooms. One possible framework for helping ELs make this transition includes the reciprocal teaching strategies of predicting, questioning, clarifying, and summarizing. Two of the strategies, questioning and clarifying, provide support for all students, but are of particular note for facilitating the skill of confident questioning by ELs. The kind of foundation that provides effective support of comprehension strategies like reciprocal teaching requires explicit instruction. This article provides a detailed description of the use of reciprocal teaching as a support for guiding ELs into the self-assured role of questioner during the reading of expository text. Examples from transcripts demonstrate the ability of these students to effectively use questioning to facilitate the comprehension of what they read. (Contains 1 figure.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 3; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A