Reflection on practice: teaching higher-order questions during guided reading
The research question addressed is, what does reflecting on my practice of teaching higher-order questions during guided reading reveal? The motivation for writing this capstone comes from a teacher setting high expectation for all his students to achieve a deeper understanding of text. This capstone discusses many factors that may influence a student's ability to answer higher-order questions, as well as, provides information on how to get more thoughtful answers from students. The author collected data for two months and then is reflective on his findings. He concludes with each student's ability to respond and to interpret higher-order questions is unique and may need less or more support depending on the student.
Running, Ryan G., "Reflection on practice: teaching higher-order questions during guided reading" (2011). School of Education Student Capstone Theses and Dissertations. 2426.
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