Taming the Text: Unleashing the Power to Think
Comprehension is the most important outcome of reading (Collins-Block, Gambrell, & Pressley, 2002; Collins-Block & Pressley, 2002; Keene & Zimmerman, 2007). If a student does not understand what is read, why read? Beginning with the landmark study by Durkin (1978), we know that teachers do not teach comprehension, or at least do not teach it well. In 1985, Pearson examined research, theory, and practice to make six recommendations to improve reading comprehension. His second recommendation: “We must change the kinds of questions we ask about selections children read (p. 726).” Collins-Block (1991) further explores the types of reading instruction that help students increase their thinking abilities. Frequently when teachers ask comprehension questions about a reading passage, they tend to focus on factual information (Bloom’s knowledge and comprehension levels). Students are more motivated to read and more engaged in the reading process when they are encouraged to think about their reading at higher levels (Bloom’s application, analysis, synthesis, and evaluation). “Questions that teachers ask can direct the students to the realization that reading has a greater and more diverse purpose than just the simple recall of facts. If this can be accomplished, it is likely that students will place a higher value on reading, continue to turn to it for pleasure and as a resource, and will establish it as a life-long habit” (Comprehension: Bloom’s Taxonomy, 2005, p. 5).
A seminal work by Scholes (1985) outlines a way to encourage higher-level student engagement with reading. Scholes names three levels of internalization, categories that