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Questioning

Questioning involves posing questions before, during, and after reading a text. Questions can relate to content, structure, key ideas, events, the author's purpose, or clarify meaning. Effective readers continually question to assist comprehension. Self-formulated questions provide an active reading framework by creating a purpose and engaging students in searching for answers. Questioning also supports self-monitoring comprehension.

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63 views

Questioning

Questioning involves posing questions before, during, and after reading a text. Questions can relate to content, structure, key ideas, events, the author's purpose, or clarify meaning. Effective readers continually question to assist comprehension. Self-formulated questions provide an active reading framework by creating a purpose and engaging students in searching for answers. Questioning also supports self-monitoring comprehension.

Uploaded by

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Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Questioning

Questioning is when questions are posed before, during and after reading a
text. Often these questions are formed spontaneously, with one question
leading to the next. Questions may relate to the content, structure, key ideas,
events, author’s purpose, or may be an attempt to clarify meaning.

How does questioning support reading and comprehension?


Effective readers continually pose questions before, during and after reading to assist them
to comprehend text.

Self-­formulated questions provide a framework for active reading, as they create a purpose for
reading and engage students in the text as they go in search of the answer/s.

Questioning also plays an important part in the process of self-monitoring, as students


ask themselves: “Does this make sense?” This connection with the text before, during
and after reading helps to deepen comprehension.

the Language of Questioning:


I wonder what, why, What is the author trying Do I already know What do I think I know
where, how, if, who, ...? to tell me? something about this? and what do I want to
know?

Tips to support Questioning:


Students need to be aware that answers to all
questions may not always be in the text.

Students
who generate
their own
questions tend to
show greater levels
of comprehension;
therefore, it is essential to
explicitly teach students how
to become aware of and value the
questions they ask naturally as they
engage with a text.

The QAR (Question Answer Relationship) model is


one approach to questioning (Raphael, T., 2006). This
identifies four question types: Right there, Think and
search, Author and you and On my own.

A Q-Chart is also supportive of student-generated


questions.

Adapted from Zimmermann, S. (2003); Raphael, T. (2006); Cameron, S. (2009) and First Steps Reading
resource book (2013).
Strategies
QAR (Question answer relationship)
there
The answer is in the text, and if we pointed at it, we’d say it’s “Right there!” Often,
Right

the answer will be in a single sentence or place in the text. These are typically literal
questions.

The answer is in the text, but you might have to look in several different parts of the
Think and
search

text and put the information together to make meaning. It requires a grasp of multiple
In the text ideas across paragraphs or pages.

While the question is related to an aspect of the text, the answer is not in the text.
You are required to draw on background/prior knowledge to answer the question.
On my
own

The answer is not in the text, but you still need the information that the author has given
and you
Author

you, combined with what you already know, in order to respond to this type of question.
In my head These are typically inferential questions. These questions are often closely linked to the
Making connections comprehension strategy.

Q Chart
Directions: Create questions by using one word from the left hand column and one word from the top row. In
general terms, the further down and to the right you go, the more complex the questions.

Is/Are Do/Did/Does Can Will/Would Should Might/Could

What

Where
Literal / Factual Predictive
(Remembering and (Applying, Analysing and
When Understanding) Creating)

Who

Why
Analytical Application/ Synthesis
How (Understanding and (Evaluating, Analysing and
Applying) Creating)

Adapted from Zimmermann, S. (2003); Raphael, T. (2006); Cameron, S. (2009) and First Steps Reading resource book (2013).

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