Question generation is the
purposeful posing and answering of questions
about what is read, typically to make inferences
or reveal details (why, how, when, where, who, etc.)
and specific information needed to deeply analyze
a body of knowledge or process (e.g., investigation,
experiment, classification, comparison or contrast),
thus promoting progress toward improved reading
comprehension.
When teaching question
generation skills aimed at improving reading comprehension...
Research
evidence (National Reading Panel, 2000; Rosenshine
and Meister, 1996) suggests that we should help
students to:
Ask
integrative questions that capture larger units
of meaning and integrate various facets and information
across the passage being read. The strategy has
proven to improve text memory, ostensibly because
of improved context. To scaffold learning experiences,
gradually expand selections over which questions
are generated.
Use
question generation as part of a multiple strategy
approach if possible. In addition to use with its
logical follow-up—question answering—there
are indications that use of question generation
with other reading comprehension strategies is highly
effective. For more information, see Research Précis
- Reading
Comprehension: Combining Question Generation and
Multiple Strategies.
Employ
questioning strategies in various domain-specific
disciplines, for instance as a pre-reading strategy
(proven effective in aiding text memory retention,
making reading tasks manageable rather than insurmountable,
and focusing reading on the domain-specific goals
at hand), or precursor and/or guide to further investigation,
research, and/or experimentation. To find out about
using question generation to emphasize the sourcing
heuristic prior to reading a selection for its historical
implications, see Reading
Comprehension and Historical Thinking: Classroom
Realities in Building a Context Connection.
To find out about generation of operational questions
that can help to guide scientific or historical
investigations, see Questioning
and the Generative Student Investigation.
Measure
(critique) the quality (and improvement in the quality)
of their own questions and those of other students.
Measurable criteria or critiquing points might include
whether the question focuses on materials of importance,
is integrative, and can be answered based on what
is in the text being read. For more information
on assessment of student-generated operational questions
that serve to guide further analysis of a concept
or topic, read about the S3
Assessment Criteria for Operational Questions.
