ERIC Number: EJ1176802
Record Type: Journal
Publication Date: 2018-May
Abstractor: As Provided
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.
Descriptors: Reading Instruction, Middle School Students, Learning Disabilities, Reading Comprehension, Reading Strategies, Questioning Techniques, Evidence Based Practice, Scaffolding (Teaching Technique), Progress Monitoring, Prompting
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: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive; Tests/Questionnaires
Education Level: Middle Schools
Authoring Institution: N/A
Grant or Contract Numbers: N/A