Levels of Questioning: An Alternative View

Abstract

THIS STUDY suggests that when reading comprehension is viewed from a constructivist framework, where meaning grows and changes as the text progresses, categorization into comprehension levels such as literal and inferential is insufficient. Two third grade standardized multiple-choice test items were selected from a larger body of test items and administered to 24 third grade students using a procedure which allowed a view of each reader's growing and changing text world, from locally developed envisionments that were appropriate meaningsin-process through the final envisionments the readers had negotiated after completing the entire passage. The test questions were analyzed previously to determine question type (local/global and literal/inferential), and analyses of student question-answering strategies permitted comparisons of the knowledge sources used across question types. The data indicated that students use knowledge sources not addressed by the literal/inferential distinctions, and that interpretations of student performance need to consider the growing and changing text worlds students develop as they read. To do this, the examination of developing envisionments seems a promising addition.

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