The reading of scientific texts and the understanding resulting from this reading have been the object of investigation. In this work, we aimed to verify reading comprehension through the elaboration of questions by the students, considering that the questions formulated mirror the understanding of what was read. The research was carried out with students on the distance learning teacher training program of the Universidade Federal of Minas Gerais. The easiest questions for the students to elaborate were those whose responses could be copied from the text. The students demonstrated to have a restricted vision of reading, seeing it more as an interpretation of the author's voice than as a moment of confrontation of their own ideas with the vision of the author and that of fellow students. We consider, therefore, that it is important to verify reading comprehension, and to that end, the elaboration of questions has proven to be a useful tool. However, the formulation of different types of questions should be thoroughly discussed in teacher training courses.
Lecture; Questioning; School Evaluation