USING GUIDING QUESTIONS TO DEVELOP READING COMPREHENSION SKILLS AMONG UPPER-GRADE STUDENTS IN INCLUSIVE EDUCATION SETTINGS
Keywords:
inclusive education, upper secondary school students, reading comprehension, guiding questions, reading literacy, instructional support, independent reading.Abstract
The article examines methodological possibilities for using guiding questions to develop reading comprehension among upper secondary school students in inclusive education. It proposes a question framework focused on locating information, identifying relationships within a text, recognizing main ideas, and drawing inferences. A theoretical and methodological analysis informs recommendations for adapting guiding questions to individual educational needs, gradually reducing instructional support, and assessing independent comprehension. The effectiveness of the proposed framework requires empirical investigation.
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