Monday, March 9, 2015

The potency of Non-posed questions in Reading Comprehension Tests


          Reading activities in high school start to bring about boredom, and most learners don’t feel like reading because they feel aliens in the print paper environment. For the majority of students, reading a text, which they are forced to read, is complete torture. We, teachers, usually choose the text our students must read and must understand the way we want them to understand it deductively or inductively. Sometimes, the content we ask them to read isn’t motivating for them. It is out of their main field of interest. They suddenly become inactive and indifferent. So, instead of asking them to read such or such text and then answer the usual comprehension questions we are used to posing, it would be better to ask them to see if the content of a certain text is “good”, “poor”, “inspiring”, “boring”, “interesting”, “true to life” or “biased” and explain how they get to that conclusion. This way, the students will voluntarily try to read the text to learn how to pose the adequate necessary questions to reach that level of profound comprehension. They will certainly enjoy regaining their true individual abilities and start enjoying the habit of rediscovering themselves through reading.

            To master the skill of reading critically, the students should learn how to question texts through the non-posed questions generated by their interaction with the content and their own critical approaches to unveil the secrets of the hidden meaning and bias of any text. The non-posed critical questions they should provide themselves will reveal unspoken details which lead to conceivable interpretation and eventually real understanding of the message in any given text. Consequently, they will learn to never rush to conclusions inconveniently, and their evaluation of the text will logically be reliable and invulnerable.

No comments:

Post a Comment