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Instruction in Self-Questioning as a Literary Reading Strategy: An exploration of empirical research

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L1-Educational Studies in Language and Literature

Abstract

In this article I examine self-questioning as a means of enhancing students' understanding of texts, especially literary texts. Theoretical trends underlying self-questioning in reading are outlined. Next, research on the effects of self-questioning instruction is explored. Results indicate that students can be trained to ask questions during reading and that such training may lead to significant gains in reading comprehension and recall. Qualitative research indicates what approaches might be effective in the literature classroom.

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  1. The Graduate Institute of Teaching and Learning, University of Amsterdam, Wibautstraat 2-4, 1091 GM, Amsterdam, The Netherlands

    Tanja Janssen

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Janssen, T. Instruction in Self-Questioning as a Literary Reading Strategy: An exploration of empirical research. L1-Educational Studies in Language and Literature 2, 95–120 (2002). https://doi.org/10.1023/A:1020855401075

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