Impact of Asking Support Questions on Grades 4 and 7 Students Reading Comprehension (Report‪)‬

Introduction Reading comprehension has been a part of classrooms as long as there have been schools, texts, students, who desire to read them, and teachers wanting to both promote and assess their understanding (Pearson, 2009). Students are working with texts for about 60% of the lesson time and most of their homework consists of studying texts (Johnsen, 1993). The comprehension of a text can range from the most superficial to deep understanding but the school learning requires a rather deep understanding of study texts (Kintsch, 1994). The majority of students comprehend study texts without difficulty but there are always some children for whom reading comprehension is a particularly difficult task (Spooner, Gathercole, & Baddeley, 2006; Megherbi, Seigneuric, & Ehrlich, 2006). Furthermore, Oakhill and Yuill (1996) pointed out that a reason for many students' learning difficulties is poor understanding of written texts.