Reading Literacy Practices in Lower Secondary Classrooms: Examining the Patterns of Teacher Questioning

• In Event: Reading Research 2

Abstract

The present study examines teacher questions on texts reviewed during whole class reading comprehension instruction across lessons in 26 Norwegian lower-secondary language arts classrooms (n = 51). Through video observations, the study (a) identifies text-dependent vs. otherwise text-related teacher questions, and (b) deductively examines patterns of text-dependent questions based on the seven categories in the Programme for International Student Assessment (PISA) reading literacy framework and. Findings showed that, within text-dependent questions, teachers mostly asked questions that required students to interpret or make reflections, while they hardly asked questions that required assessing the quality and credibility of texts. No questions demanded students to search and select relevant texts or detect and handle conflict in texts.

Author

• Camilla Gudmundsdatter Magnusson, University of Oslo