Students read the text. They get to the end. Then they try to answer the questions — and they can’t.
And now you’re left wondering…
Where did comprehension break down?
They read the words. They made it through the text. But something didn’t stick.
Here’s the thing: when the only questions we ask come after reading, we don’t have enough information to know where things went off track.
That’s why one of the biggest mistakes to avoid when teaching comprehension is relying on end-of-text questions in isolation.
That doesn’t mean answering questions is bad. It doesn’t mean discussion or writing is bad.
All of those are good and important.
The problem is when all of that work happens after reading — without enough support during reading — and we assume comprehension has been taught.
In my newest YouTube video, I walk through:
why end-of-text questions often function as assessment, not instruction
what research actually says about questioning
and how questions can be used to guide comprehension as it’s being built
If you’ve ever felt unsure about whether your comprehension instruction is actually helping students make meaning, I think this video will clarify a lot.
P.S. If you want structured support for putting all of this together, you’re invited to join my workshop, Building Comprehension from the Ground Up. We’ll connect the research to classroom practice and focus on how to build comprehension intentionally in grades K-3rd. You’ll find the details here.
Just a note
We are currently rebranding from The Measured Mom, which was our business name for 13 years.
Because of that, you will still see themeasuredmom.com on many of our resources.
We hope to complete the entire transition by the end of 2026.
Thanks for reading!
As a subscriber, you have access to our growing library of free printables!
Just click this link
and enter our password: REACHALLREADERS
