Poor
readers should not be subjected to comprehension tests after every reading
experience. Hunt gives 13 questions for teachers to ask of students to assess
their growth as readers and to emphasize that reading is a meaning-getting
process.
- Did you have a good reading period today? Did you read well? Did you get a lot done?
- Did you read better today than yesterday?
- Were you able to concentrate today on your silent reading?
- Did the ideas in the book hold your attention? Did you have the feeling of moving right along with them?
- Did you have the feeling of wanting to go ahead faster to find out what happened? Were you constantly moving ahead to get to the next good parts?
- Was it hard for you to keep your mind on what you were reading today?
- Were you bothered by others or by outside noises?
- Could you keep the ideas in your book straight in your mind?
- Did you get mixed up in any place? Did you have to go back and straighten yourself out?
- Were there words you did not know? How did you figure them out?
- What did you when you got to the good parts? Did you read faster or slower?
- Were you always counting to see how many pages you had to go? Were you wondering how long it would take you to finish?
- Were you kind of
hoping that the book would go on and on-that it would not really end?
Lyman,
C. Hunt, “The Effect of Self-Selection, Interest, and Motivation upon
Independent, Instructional and Frustration Levels,” The Reading Teacher, 24, 2 November 1970, p.148.
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