SPU316 Questioning the Author Chps. 1+2
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Kutztown University Of Pennsylvania *
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316
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Communications
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Feb 20, 2024
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Emma Stalsitz
02/07/24
Robust Comprehension Instruction with Questioning the Author:
15 Years Smarter - Chapters 1 and 2
Chapter 1: The Building Blocks of Questioning the Author
1. What is meant by a cognitive processing view of comprehension? What do readers do to make
meaning of what they read in a text?
The cognitive processing view of comprehension is the brain searching for relationships between
a two or more objects or ideas. It establishes a representational model for the object or idea by connecting it to a long-term memory. Readers make meaning of what they read in a text by recognizing familiar words, using context clues, and apply strategies to learn word meanings.
2. How is "building meaning" different from "getting information"? What are some techniques Questioning the Author (QtA) uses to facilitate "building meaning" and
how do those techniques get students to build meaning? “Building meaning” involves forming understanding of a text by making inferences, making connections, and organizing information. “Getting information” involves obtaining explicit details and facts from the text we’re reading without any deeper understand. Questioning the Author (OtA) uses techniques like text-dependent questions, author’s purpose and perspective, inference and prediction, discussion and collaboration, summarization and synthesis, and reflection on understanding. These techniques get students to build meaning because they promote a deeper understanding of the material and to help construct meaning from the text.
3. In what ways are QtA queries different from traditional questions? Why did the authors choose to design their queries differently?
QtA queries are different from traditional questions in their focus, intent, and the depth of engagement they encourage from readers. The authors chose to design their queries differently because they wanted to create a more in-depth and critical engagement with the text, focusing on
understanding the author’s intentions, and encouraging students to actively construct meaning. Chapter 2: The Current Scene in Reading Comprehension
1. What kinds of language knowledge do students need to develop to become readers who can make deep, genuine meaning of what they read? How does each type of language knowledge contribute to students' ability to do this eventually? (Especially focus on pages 13-15)
To become readers who can make deep, genuine meaning of what they read, student need to develop vocabulary, phonemic awareness and decoding, fluency, syntax and grammar, and figurative language. Vocabulary contributes to students’ ability to do this because it is essential for understanding and interpreting texts. Phonetic awareness and decoding contributes to students’ ability to do this because students must be able to recognize and manipulate individual sounds (phonemes) and decode words. Fluency contributes to students’ ability to do this because it involves reading with speed, accuracy, and expression. Syntax and grammar contributes to students’ ability to do this because students need to understand how words combine to form
Emma Stalsitz
02/07/24
meaningful sentences and how sentence structures convey different meanings. Figurative language contributes to students’ ability to do this because recognizing and understanding figurative language, such as metaphors, similes, and idioms, adds depth to comprehension.
2. What other factors in Chapter 2 do teachers need to consider if they want all of their students to be able to make active meaning of what they read? Why are those other factors critical to comprehension development?
If teachers want all of their students to be able to make active meaning of what they read, teachers need to consider differentiated instruction, scaffolding, modeling and think-alouds, collaborative learning, support for ELLs, assessment and feedback, text selection, flexible grouping, cultivating a positive reading culture, professional development, and parental involvement. These factors are critical to comprehension development because it helps teachers create a supportive and inclusive instructional environment that empowers all students to actively
make meaning of what they read.
Robust Comprehension Instruction with Questioning the Author:
15 Years Smarter - Chapters 1 and 2 Reflection
After reading Chapter 1 of Robust Comprehension Instruction with Questioning the Author
, I learned about questioning, shifting in focus, an author-centered approach, active engagement, the QtA key principles, and reading instruction. For questioning, I learning about the importance of questioning as a cognitive process in reading comprehension and how traditional approaches may focus on answers rather than the thinking process. For a shifting in
Emma Stalsitz
02/07/24
focus, I learned about the emphasis on a shift from asking questions primarily to check understanding to asking questions that prompt deeper analysis of the author's intent and language
choices. For an author-centered approach, I learned that it encourages readers to consider the author's perspective and purpose. For active engagement, I learned about the benefits of actively engaging students in questioning the text, leading to more profound comprehension. For the key principles, I learned about the guide to the QtA strategy, which is text-dependent questions, collaborative discussions, and fostering a community of readers. For reading instruction, I learned about how the principles of QtA can be integrated into classroom reading instruction to enhance students' reading comprehension skills.
After reading Chapter 1 of Robust Comprehension Instruction with Questioning the Author
, I learned about detailed instructional strategies, asking effective questions, scaffolding, modeling and think-alouds, collaboration, differentiation, assessment, connecting QtA to other literacy practices, and application in varied classroom settings. For detailed instructional strategies, I learned about specific instructional strategies that teachers can employ to implement the QtA approach effectively. For asking effective questions, I learned about guidance on formulating text-dependent questions that prompt critical thinking and engagement with the author's choices. For scaffolding, I learned about scaffolding techniques to support students as they grapple with challenging texts, ensuring they can actively question and understand the material. For modeling and think-alouds, I learned about the emphasis on modeling and think-
alouds as instructional tools to demonstrate to students how proficient readers actively engage with a text through questioning. For collaboration, I learned about strategies for fostering collaborative learning environments, where students can discuss their questions, share insights, and build a collective understanding of the text. For differentiation, I learned about ways to differentiate instruction to meet the diverse needs of students, recognizing that learners may require varying levels of support and challenge. For assessment, I learned about students' understanding using the QtA approach and providing constructive feedback to guide their ongoing development as readers. For connecting QtA to other literacy practices, I learned about how the principles of Questioning the Author align with and complement other literacy practices,
creating a cohesive approach to reading instruction. For application in varied classroom settings, I learned how the strategies introduced in Chapter 2 can be applied in different classroom contexts and with various types of texts.
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