Self-questioning, Peer-questioning and Questioning the Author(QtA) are three effective Questioning-based（Q-based） reading strategies that that have proven to be effective in enhancing learners’ reading comprehension(King, 1989; Beck et al., 1998, 1996; Berkeley et al., 2011; Choi et al., 2005; Daniel & Williams, 2019; Salameh et al., 2019). This paper tries to bridge the three Q-based reading strategies by constructing a Synthesized Guided Questioning Strategy of Reading Comprehension (SGQS). It begins with a scoping review of the three Q-bases studies, following which the theoretical perspectives are explored. Then, a synthesized conceptual framework for Q-based reading comprehension strategy is proposed. This framework is illustrated by a discussion of the various components contained and their interrelationships. This paper concludes with the theoretical contributions of the framework and implications for reading teaching.
 

Self-questioning; Peer-questioning; Questioning the Author(QtA); Reading strategy; Critical Thinking