NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1080087
Record Type: Journal
Publication Date: 2015-Dec
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1540-7969
Teaching Students with Intellectual Disability to Use a Self-Questioning Strategy to Comprehend Social Studies Text for an Inclusive Setting
Wood, Leah; Browder, Diane M.; Flynn, Lindsay
Research and Practice for Persons with Severe Disabilities, v40 n4 p275-293 Dec 2015
Using a modified system of least prompts, two classroom teachers taught three participants with moderate intellectual disability to generate questions about United States history. After reading brief portions of the text aloud to the participants, the teachers taught participants to identify if the answer to the question was in the book or not in the book. Finally, participants were taught to answer the literal questions that could be answered from the book. Participants had a graphic organizer with WH question words, the text section heading, and a self-monitoring sheet. All participants improved the number of questions generated and answered from baseline to intervention. Additionally, probes collected in a general education setting indicated students improved their question generation and comprehension skills during lessons taught in a fifth grade classroom.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Leiter International Performance Scale; Wechsler Intelligence Scale for Children; Woodcock Language Proficiency Battery
Grant or Contract Numbers: N/A