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ERIC Number: EJ1176802
Record Type: Journal
Publication Date: 2018-May
Pages: 7
Abstractor: As Provided
ISSN: ISSN-1053-4512
Teaching Middle School Students with Learning Disabilities to Comprehend Text Using Self-Questioning
Joseph, Laurice M.; Ross, Kelsey M.
Intervention in School and Clinic, v53 n5 p276-282 May 2018
Middle school students with learning disabilities often struggle to gain meaning from text. Engaging in self-questioning is an effective strategy for comprehending text, however, middle school students with learning disabilities often do not naturally engage in self-questioning before, during, or after reading. These students may also have difficulty generating questions to ask themselves while reading text. This article presents evidence-based methods and specific instructional scaffolds for teaching middle school students with learning disabilities to generate questions on their own before, during, and after reading. A discussion of how to progress monitor students' acquisition of self-questioning will also be provided.
SAGE Publications and Hammill Institute on Disabilities. 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 - Descriptive; Tests/Questionnaires
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A