Home » literature review » Use of High-Level Questioning to Increase Student Achievement in Reading

Use of High-Level Questioning to Increase Student Achievement in Reading

Graduate students Emily Ewing and Amber Remark are using their Action Research to develop their own skills in asking high-level questions during reading activities. Their Literature Review (opens in new window) captures the urgency and promise of developing skills in this important area of pedagogy.

Bloom’s Revised Taxonomy

They begin:

“Statistics show that most teachers ask an average of 300 to 400 questions on a daily basis however, 60-80% of these questions are low-level questions which only require students to recall something they already learned (Tienken, et al., 2010). Statistically speaking, this shows that upwards of 18,000 questions asked each year in a classroom do not push students’ thinking beyond the point of simply recalling what they know. Although questioning has been long thought of as an important aspect of education, more recently through a variety of research studies, it has been brought to the forefront as a critical component of effective teaching (Hannel, 2009). This literature review shows that the use of planned, structured, and systematic questioning teachers can increase reading comprehension, engagement, and metacognition skills.”

Stay tuned to see their results this August in Sophia!

Thanks for sharing your work Amber and Emily! Best of luck in your research.

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