Self-Questioning is the ongoing process of asking questions before, during, and after reading that are used by a reader to understand text. A self-questioning strategy is a set of steps that a student follows to generate, think about, predict, investigate, and answer questions that satisfy curiosity about what is being read. How can Self-Questioning Strategies help your students? Poor readers approach reading as a passive experience.
Self-questioning in Reading— Sheri Berkeley Question: It seems like every time I turn around these days, people are talking about self-questioning strategies for reading comprehension.
Are there really different ones, and how how do they work? Can you tell me more about self-questioning and how I might teach self-questioning to my middle schoolers? Mark, Thanks for your question.
Berkeley has studied comprehension methods in middle school classrooms and is currently working on a Thirteen ways of self questioning using self-questioning. Thanks to her for helping us with this!
Self-questioning is simply a process in which students ask and answer questions while reading. Good readers are actively involved in the reading process, but poor readers often are not.
According to Bryant, Ugel, Thompson, and Hamffgood readers: However, poor readers do none of these things. Instead, they tend to begin reading by jumping right in, without a purpose and without considering background knowledge they already have about the topic. While reading, they plow through the text even if they do not understand what they are reading.
It is no surprise then that by the time they finish reading, they are unable to summarize important points or to reflect on what they have read! What are different types of self-questioning strategies?
All self-questioning strategies generally help students understand more of what they read; however, it is important to note that self-questioning strategies can serve a variety of purposes.
What should I consider when teaching self-questioning? Teachers need to consider the type of text that students will be reading when teaching students to self-question. Different self-questioning strategies lend themselves better to narrative or expository text.
For example, questions related to story grammar characteristics such as characters, setting, and a plot that has a beginning, middle, and end lend themselves better to narrative text where these elements are consistently used.
Quite a bit of research shows that teaching students to ask questions related to these story elements helps them understand more of what they read.
Story grammar questions might include the following: The Florida Center for Reading Research has helpful teaching materials for narrative text, including suggestions for using questioning.
Some expository texts, like textbooks, have different text structures from chapter to chapter, section to section, and even paragraph to paragraph! This makes it very challenging to rely on text structure to create questions unless students are first taught to recognize the different types of text structures.
Instead, for informational texts a self-questioning strategy that utilizes common text features, such as chapter headings and subheadings, would be more helpful. Students use the headings and subheadings of a textbook chapter to create their own question for each heading example: The number of questions generated varies based on the number of headings in the chapter.
Students then read and try toanswer the question they created.ways did his actions change the United States? How Introduce the Taxonomy of Self-Questioning Chart (Buehl, , September).
Comprehension self-assessment. Focusing questions. Creating. I have developed an interpretation of what this story means.
Why is the author telling me this story? Questioning Questioning is a key aspect of the teaching and learning process. Questions should draw students into the learning process as well as checking on acquisition of knowledge.
When students ask questions this leads to more talk, higher level thinking and can result in academic and social benefits.
Humanistic therapy differs from psychoanalytic therapy in many other ways: humanistic therapy aims to boost people's self-fulfilment by helping them grow in self-awareness and self-acceptance, promoting this growth not curing illness, and conscious thoughts are more important than the unconscious.
Model for your students varied ways to pose anticipatory questions before reading, self-monitoring questions during reading, and assessing for understanding questions after reading.
Use hypertexts and mixed media to create a document with appropriate self-questions embedded via hypertext or word processor comments. “Thirteen ways of looking at a blackbird” by Wallace Stevens is a poem about what it means to really know something. In this poem, Stevens shows this connection by writing a first person poem about a poet’s observation and contemplation’s when viewing a .
Self-questioning is simply a process in which students ask and answer questions while reading. Strategically asking and answering questions while reading helps students with difficulties engage with text in ways that good readers do naturally, thus “improving their active processing of text and their comprehension” (National Reading Panel.