Abstract
Two classes in Developmental Reading were trained in question-formulation and were then required to ask any number and type of questions based on four texts. Three inter-raters coded the questions for their content and form. The results of the study showed the dominance of recognition or retrieval questions, suggesting the students’ proficiency in reading for details and conversely, a deficiency in critical reading. In terms of form, although 57% of the questions were coherent and grammatical, this fact alone may not indicate a high English Language proficiency. There were also many instances of the direct copying of phrases from the original text, pointing to the students’ lack of confidence or ability in summarizing and paraphrasing.
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Miciano, R.Z. The content and form of reader-generated questions: implications for teaching questioning strategies. Asia Pacific Educ. Rev. 5, 149–156 (2004). https://doi.org/10.1007/BF03024952
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DOI: https://doi.org/10.1007/BF03024952