Literacy Strategies

Questioning the Author

Strategy 1: Questioning the Author

• Reading strategy to help students think critically
• Used while students are reading
• Students pose/answer questions about a certain text

Why is this effective?

• Students can "construct meaning and extend discussions of text" (Salinger and Fleishmann).
• Students can "develop more evidential insight" (Sencibaugh and Sencibaugh).

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• Teachers must ask effective questions:
• Text-based questions
• Opened-ended questions
• Make students do the work - find evidence in text
• Promote higher-level thinking
• (Loh-Hagan and Bickel)

In the Classroom

• Provide graphic organizer
• Model for students while reading aloud
• Allow students to practice with each other and on their own

Strategy 2: Writing Marathon

• Students travel to different locations to write and share

Why is the effective?

• According to an article by Radcliffe and Stephens, students are:
• More excited about writing
• Engaged physically and mentally
• Writing in real-word situations
• Working in small groups
• Led by young adults (i.e. college students)

How does it work?

• Around school, downtown, or college campus
• Small groups - time keeper
• Say, "I am a writer."
• Everyone shares - say, "Thank you"

Works Cited

• Loh-Hagan, Virginia and Donna DiPrima Bickel. “Text-Based Questioning to Support Student Attainment of the CCSS.” California Reader 48.1 (2014): 20-28. PDF.
• Louth, Richard. A Guide For Writing Marathon Leaders. National Writing Project, 25 May 2010. Web. 6 Dec. 2015.
• Radcliffe, Rich A. and Liz C. Stephens. “Writing Marathons Help Build Middle School Students’ College Aspirations and Strengthen Their Literacy Skills.” Clearing House 83.1 (2009): 20-25. PDF.
• Salinger, Terry and Steve Fleischman. “Research Matters/Teaching Students to Interact with Text.” Educational Leadership 63.2 (2005): 90-92. Website.
• Sencibaugh, Joseph M. and Sencibaugh, Angela M. “The Effects of Questioning the Author on the Reading Comprehension of Middle School Students.” Reading Improvement 52.3 (2015): 85-82. PDF.

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