NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ918491
Record Type: Journal
Publication Date: 2011
Pages: 9
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: ISSN-0741-9325
Improving Student Comprehension of Social Studies Text: A Self-Questioning Strategy for Inclusive Middle School Classes
Berkeley, Sheri; Marshak, Lisa; Mastropieri, Margo A.; Scruggs, Thomas E.
Remedial and Special Education, v32 n2 p105-113 Mar-Apr 2011
This study employed a randomized experimental design to investigate the effectiveness of a self-questioning strategy for improving student reading comprehension of grade-level social studies text material. Fifty-seven seventh grade students with a range of abilities, including English as second language learners and students with learning and other disabilities, from three inclusive middle school classes participated. Results indicated that students in the self-questioning strategy group outperformed students in a typical practice group on both multiple-choice and open-ended comprehension tests of the social studies content read. Implications for practice and future research are discussed. (Contains 5 tables and 1 figure.)
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: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A