Using SOLO taxonomy to break down types of reading questions, we can see how it could hold students back. Texts might be more challenging but, what skills are students learning to help them become lifelong learners? If the types of questions asked aren't challenging, we are only reinforcing the skills students know.
Even in Mathematics, we are using reading skills. Students need to be able to find the clues to be able to solve word problems. Lots of math problems are in written form in High School. This forces students to use deeper order thinking before they can solve them.
We briefly looked at the 3 Level Guide (by Lucy Literacy) and how it starts off with surface-level questions and then moves into the more in-depth questions.
To maintain student involvement they need to see themselves in what they are reading, this is often referred to as a Mirror Text.
This image was recreated from the Good Teacher Magazine T3 2007, article by Lucy Literacy.
We need to give a brief outline for students, when doing a shared text but, we need to focus on the deeper thinking. Using prompts such as, When you read this think about your own experiences. We don't always need to look at surface then deeper features.
Verbs to help with deeper thinking task include: create, argue, evaluate, justify, recommend, analyze, compare, discuss. Foundation Verbs would include: classify, calculate, explain, describe, and remember.
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