Asking students questions about their reading occurs before, during and after reading. However, students’ understanding and recall of text can be readily shaped by the types of questions (Duke & Pearson, 2002). While, students tend to focus on more integrative behaviour when they experience questions that require them to connect information in the text to their existing knowledge. Duke and Pearson (2002) emphasised that the efficacy of teaching students to generate their own questions while reading tend to employ comprehension routines rather than relying on individual strategies. Specifically, the three routines of reciprocal teaching, transactional strategies instruction, and question the author are research-based approaches to teach students how to ask questions about text (Duke & Pearson, 2002).
The resource below provides tips for teaching comprehension questioning
http://www.reading-tutors.com/tips/TH_Tips_CompQuest.pdf
http://theteachingthief.blogspot.com.au/2013/04/must-have-book-list-for-teaching.html
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Winch et al (2010) emphasised that "children's books play a significant role in both language and literacy education and in the critical study of literature" (p. 472).
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