Do Text-dependent Questions Need to Be Teacher-Dependent? Close Reading from Another Angle

Autor/inn/en	Santori, Diane; Belfatti, Monica
Titel	Do Text-dependent Questions Need to Be Teacher-Dependent? Close Reading from Another Angle
Quelle	In: Reading Teacher, 70 (2017) 6, S.649-657 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1555
Schlagwörter	Critical Reading; Reading Instruction; Reader Text Relationship; Transcripts (Written Records); Small Group Instruction; Group Discussion; Elementary School Students; Questioning Techniques + Suchen Sie Ihr Suchwort? Kritisches Lesen; Leseunterricht; Gruppendiskussion; Befragungstechnik; Fragetechnik
Abstract	The term "close reading" often conjures up an image of a teacher asking students several scripted questions that encourage them to reread and critically examine a text. The teacher then evaluates the students' responses. In this article, the authors offer another approach to close reading--one that places students' text-dependent questions front and center as they collaboratively discuss the text and construct meaning. The authors analyze transcript excerpts from small-group discussions of narrative and informational texts to demonstrate elementary students' abilities to ask and answer their own text-dependent questions as they engage in close reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01