ABSTRACT
This chapter discusses how different types of question could be used to assess the ability to generate inferences, and in the author demonstrated how different types of vocabulary question can be used to tap into different levels of vocabulary knowledge about the same word. However, here the author suggesting that questions can have another purpose: they can also be used before or during reading activities to set up clear criteria for the quality of the reading outcome. One broad aim of teaching reading comprehension is thus to focus on the expected outcomes of reading. The teacher can ask questions to be answered through reading, or the children can be taught to ask their own questions, a core component in 'reciprocal teaching'. A consideration of the requirements posed by different questions is one way to appreciate the need for a flexible use of comprehension components.
