Title

Do Text-Dependent Questions Need to Be Teacher-Dependent? Close Reading From Another Angle

Document Type

Article

Publication Title

Reading Teacher

Publication Date

5-1-2017

Abstract

The term close reading often conjures up an image of a teacher asking students several scripted questions that encourage them to reread and critically examine a text. The teacher then evaluates the students' responses. In this article, the authors offer another approach to close reading—one that places students' text-dependent questions front and center as they collaboratively discuss the text and construct meaning. The authors analyze transcript excerpts from small-group discussions of narrative and informational texts to demonstrate elementary students' abilities to ask and answer their own text-dependent questions as they engage in close reading.

Volume

70

Issue

6

First Page

649

Last Page

657

DOI

10.1002/trtr.1555

ISSN

00340561

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