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

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    • Abstract:
      The article argues that text-dependent questions do not need to be teacher-dependent when encouraging students to create text based inquiries and fostering close reading of narrative and informational texts. Topics discussed include evidence that third and fourth graders can craft their own text-dependent questions and that student-generated questions can lead to rigorous textual analysis, the practice of close reading, and the examination of close reading in dialogic discussions.