An Analysis of the Impact of the During Reading Questioning Strategy on 6th Grade Students' Comprehension
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In this study three sixth grade students asked questions during reading for the purpose of determining whether this strategy would increase their reading comprehension. The same three instruments, Basic Reading Inventory (BRI), a survey of strategies used during reading, and a retelling were administered as pre and post measures. Students were introduced to the strategy with a discussion, and instruction began with the teacher using the think-aloud method to model the strategy. Over the course of the 4-week study, students read and recorded questions about the text they were reading. The reading was followed by a discussion which included answering questions students asked during reading. Results indicated that these three students' reading comprehension did increase. One significant finding of this study was that the types of questions students asked during reading changed from the literal to inferential, which indicated that students were using higher level thinking skills.
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