ERIC Number: EJ1095659
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 18
The Effects of Questioning the Author on the Reading Comprehension of Middle School Students
Sencibaugh, Joseph M.; Sencibaugh, Angela M.
Reading Improvement, v52 n3 p85-92 Fall 2015
The purpose of this study was to determine the efficacy of systematic explicit instruction of a questioning strategy for improving the text comprehension of middle school students. Specifically, the reading comprehension of six 8th grade students was investigated to determine whether the questioning strategy, QtA, lead to an increase in the reading achievement of a narrative text. Results for the study revealed that all six students displayed significant improvement in their reading comprehension levels when statistically analyzing the data using a one group pre- and posttest design. The QtA strategy had a statistical effect on the reading achievement level of all students participating in the study.
Descriptors: Reading, Reading Comprehension, Middle School Students, Questioning Techniques, Grade 8, Reading Achievement, Pretests Posttests, Word Recognition, Reading Fluency, Metacognition, Quasiexperimental Design, Statistical Analysis, Reading Instruction
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/ri.html
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 8; Elementary Education
Authoring Institution: N/A
Identifiers - Location: Missouri
Identifiers - Assessments and Surveys: Woodcock Reading Mastery Test