Questions for Critical Thinking in an Individualized Reading Conference

Abstract

Individualized reading conferences with children are essential for diagnosis, goal setting, and evaluation. During the conference the teacher and the pupil check the reading records which are kept by the pupil and by the teacher. They may also discuss plans for reports or other creative class presentations. The major portion of the conference, however, is the interview about the selection which the child has read. The teacher asks several questions order to determine if the pupil has comprehended the selection. The kinds of questions which are asked usually determine the kind of thinking the child employs reacting to the questions. QUESTIONS FOR CRITICAL THINKING IN AN INDIVIDUALIZED READING CONFERENCE Angela M. Raimo SETON HALL UNIVERSITY, SOUTH ORANGE, NEW JERSEY Individualized reading conferences with children are essential for diagnosis, goal setting, and evaluation. During the conference the teacher and the pupil check the reading records which are kept by the pupil and by the teacher. They may also discuss plans for reports or other creative class presentations. The major portion of the conference, however, is the interview about the selection which the child has read. The teacher asks several questions order to detennine if the pupil has comprehended the selection. The kinds of questions which are asked usually determine the kind of thinking the child employs reacting to the questions. Questions which ask the child to retell he/she has read demand literal recall. Such questions are valuable when they indicate whether concepts have been grasped firmly enough to be reproduced. These are often the easiest for the teacher to formulate and for the child the easiest to answer. They are generally questions of detail, sequence, and the main idea (What was the story about?). Questions which require the reader to extend has been actually stated are interpreti ve questions the reader must use both obvious and subtle cues to move beyond literal interpretation. Interpretations can be evaluated for support or rejection by reference to has been actually stated. This is a process we might call ga}}-filling. Questions that demand critical judg]nent through the use of external or internal criteria are designed to encourage critical thinking and critical reading. Since most children are hesitant to question the printed word, teachers need to foster more realistic attitudes by questioning and helping children recognize assumptions, distinguish fact from opinion, and judge the competence of authors. Generally, questions that ask why, how, because of, in way, and what do you think, can lead to high levels of thinking than do questions that begin with who, what, when, and where. The questions which are presented below have been proven successful for use an individual reading interview. These may easily by placed on index cards for durability and easy use. They may also be posted the classroom so that pupils can prepare for the interview. The most appealing feature of the questions is that they encourage critical thinking and foster development of interpretation and evaluation skills. Some require the pupil to apply imagination. Others ask the reader to relate reading to his/her own personal