What type of questions encourage higher-order thinking during reading?

Encouraging higher-order thinking during reading involves fostering deeper engagement with the text, going beyond mere recall of information. Analytical and evaluative questions prompt readers to critically assess the material, analyze characters, themes, and motivations, and make judgments based on evidence from the text. This type of questioning encourages students to synthesize information, draw inferences, and formulate their own opinions, which are essential skills for comprehending complex concepts and engaging thoughtfully with various forms of literature.

In contrast, questions that simply require a yes or no response, or factual recall, often limit the depth of understanding and do not challenge the reader to think critically or engage at a higher cognitive level. Multiple-choice questions with limited options may restrict the range of thought and fail to elicit the complexity required for true analytical engagement.