Improving Student Comprehension of Social Studies Text: A Self-Questioning Strategy for Inclusive Middle School Classes
- 16 March 2010
- journal article
- research article
- Published by SAGE Publications in Remedial and Special Education
- Vol. 32 (2), 105-113
- https://doi.org/10.1177/0741932510361261
Abstract
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.Keywords
This publication has 16 references indexed in Scilit:
- Reading Comprehension in Adolescents with LD: What We Know; What We Need to LearnLearning Disabilities Research & Practice, 2008
- Reading Comprehension Instruction for Students with Learning DisabilitiesPublished by Emerald ,2007
- Engaging Adolescents With LD in Higher Order Thinking About History Concepts Using Integrated Content Enhancement RoutinesJournal of Learning Disabilities, 2007
- The Effects of Professional Development for Middle School General and Special Education Teachers on Implementation of Reading Strategies in Inclusive Content Area ClassesLearning Disability Quarterly, 2001
- Teaching Reading Comprehension Strategies to Students With Learning Disabilities: A Review of ResearchReview of Educational Research, 2001
- Ensuring Content‐Area Learning by Secondary Students with Learning DisabilitiesLearning Disabilities Research & Practice, 2001
- Instructional Strategies for Content-Area Reading InstructionIntervention in School and Clinic, 1999
- EFFECTS OF A DIRECT INSTRUCTION MAIN IDEA SUMMARIZATION PROGRAM AND SELF‐MONITORING ON READING COMPREHENSION OF MIDDLE SCHOOL STUDENTS WITH LEARNING DISABILITIESReading & Writing Quarterly, 1998
- READING COMPREHENSION OF EXPOSITORY SCIENCE MATERIAL AND STUDENTS WITH LEARNING DISABILITIES: A COMPARISON OF STRATEGIESThe Journal of Special Education, 1997
- Comparison if Monitoring and Mnemonic Text-Processing Strategies in Learning Disabled StudentsLearning Disability Quarterly, 1989