How instruction in student-generated questioning enhances reading comprehension in elementary students
Term
2009
Capstone
Thesis
Degree Name
MAEd
Abstract
The research question addressed in this project was, how instruction in student-generated questioning enhances reading comprehension in elementary students? It documents student progress made in asking higher-order questions while reading. The goal of the capstone was to use the strategy of asking questions to enhance reading comprehension for deeper understanding of text. Different levels of questioning were modeled, practiced, and integrated into whole-class discussion as well as in literature circles. The author describes both accomplishments and disappointments in implementing the reading strategy. She concludes that while reading comprehension tests only showed a snapshot of a moment in time, student samples of questions illustrated time after time that meaningful discussion about literature was created.
Recommended Citation
Rutten, Stacy Lynn, "How instruction in student-generated questioning enhances reading comprehension in elementary students" (2009). School of Education and Leadership Student Capstone Theses and Dissertations. 2224.
https://digitalcommons.hamline.edu/hse_all/2224