Which strategy will best support teachers in instructing students on how to answer literal, inferential, and evaluative comprehension questions?

• A. Writing a single summary
• B. Asking only literal questions
• C. Providing direct instruction on inferencing
• D. Using question starters based on varying levels of Bloom's taxonomy

Answer: (D)

Understanding how students handle different comprehension questions is best approached by giving them prompts that align with varying levels of thinking. Bloom's taxonomy offers a range from recalling literal details to making inferences and evaluating quality or value. When teachers use question starters that map to these levels, students gain clear, transferable language for approaching any text: they learn to cite exact details, draw reasonable inferences, and justify their evaluative judgments with evidence. This approach provides a consistent structure for planning and instruction and supports metacognition, as students can identify what kind of thinking each question requires and choose appropriate strategies. A single summary focuses only on restating content, while asking only literal questions misses deeper analysis and evaluation, and focusing solely on inferencing targets just one level. Using question starters across varying Bloom's levels integrates all three modes of thinking, making it the most effective strategy.