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ERIC Number: EJ933256
Record Type: Journal
Publication Date: 2011-Jul
Pages: 7
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-1741-4350
Questioning as Thinking: A Metacognitive Framework to Improve Comprehension of Expository Text
Wilson, Nance Speizman; Smetana, Linda
Literacy, v45 n2 p84-90 July 2011
Despite a push to develop high levels of active engagement in learning by helping students reflect, refine and extend their ideas through effective questioning strategies, evidence suggests that teacher-dominated interaction patterns permeate classroom instruction. This Initiate, Respond and Evaluate process leads students to maintain a passive stance towards learning and non-engagement with text. As a result students fail to develop the strategies to solve comprehension problems and monitor their own learning with text. In contrast, effective, active instructional patterns provide students with opportunities to negotiate textual meaning. Through the use of the "Question as Thinking" framework we provide teachers with tools to enable pupils to reflect on their reading and understanding of expository texts. This article describes a framework for questioning designed to assist in the development of an active instructional pattern promoting the joint negotiation of meaning.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A