Using Comprehension Strategies as a Springboard for Student Talk

Abstract

This article is a reflective account of a teacher implementing the comprehension strategy of questioning to encourage genuine conversations with text, instead of the inquisition technique of testing comprehension practiced in many classrooms. Through the structure of a “gradual release of responsibilities,” students practice questioning in read‐alouds, guided reading, and literature circles. The students learn to monitor and value their genuine questions as they read a text, and the strategy helps them understand the process as a tool good readers employ to unlock meaning. The results indicate students are more invested in the discussion as they practice the skills of summarizing, debating, and analyzing in context. In addition, students construct meaning together as they identify vocabulary in context, assist others, and add background information unique to their own experiences. The article demonstrates the introduction of one of the comprehension strategies with a strong caveat warning educators that to become singularly focused undermines the integration of the strategies. Continued exploration through collaboration with other professionals and professional reading is key to keeping the balance necessary for guiding students in understanding the integration of comprehension strategies.