reading comprehension (Andre & Anderson, 1979). Moreover, questioning can frame and
solve comprehension inadequacies, assisting the readers in monitoring their own
Rosenshine, Meister, and Chapman (1996) stated that when readers create
questions, they pay more attention to the content. This makes reading an active process
and focuses the readers’ attention on the text. When readers generate questions, they may
generate answers that they expect to be correct. If a different answer is offered by a peer,
a comprehension failure occurs, and the readers need re-thinking to find the right answer.
Rosenshine et al. (1996) also described how students need to use their text to
search for information and formulate questions in order to help them understand what
they read. This also enables them to become more involved when they are reading
(Rosenshine, Meister & Chapman, 1996). Some useful question words are who, what,
when, where, why, and how, such as in the questions “What is happening?” and “Why is
this happening?” Overall, teaching students to generate questions during the reading
process fosters comprehension and improves reading comprehension.
In summarizing, readers are required to identify the key idea of each paragraph. A
good summary does not include details that are not important. Readers are encouraged to
make use of headings, sub-headings, and main ideas in each paragraph to summarize the
text they are reading. The readers should think of what a paragraph or a text is mostly
about, find a topic sentence, and construct a sentence that reflects the most important
information in the paragraph. Summarizing the main idea in each paragraph of a text
helps readers not only to connect what they already know to the present piece of reading,
but also to predict what might happen in the next paragraph to check the accuracy of their
prediction (Greenway, 2002).