The Effects of Self-Questioning on Reading Comprehension: A Literature Review

The ability to monitor one's own reading comprehension is a critical skill for deriving meaning from text. Self-questioning during reading is a strategy that enables students to monitor their reading comprehension and increases their ability to learn independently. The purpose of this article w...

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Bibliographic Details
Published in:Reading & writing quarterly 2016-03, Vol.32 (2), p.152-173
Main Authors: Joseph, Laurice M., Alber-Morgan, Sheila, Cullen, Jennifer, Rouse, Christina
Format: Article
Language:English
Subjects:
Elementary Secondary Education
Evidence Based Practice
Instructional Materials
Literature Reviews
Outcomes of Education
Questioning Techniques
Reading
Reading Comprehension
Reading Improvement
Reading Strategies
Research Design
Self Evaluation (Individuals)
Student Diversity
Students
Teaching Methods
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Summary:The ability to monitor one's own reading comprehension is a critical skill for deriving meaning from text. Self-questioning during reading is a strategy that enables students to monitor their reading comprehension and increases their ability to learn independently. The purpose of this article was to review experimental research studies that examined the effects of self-questioning methods on school-age students' reading comprehension and to determine the extent to which self-questioning is an evidence-based practice. This review resulted in 35 experimental research studies that involved teaching self-questioning to K-12 students with and without disabilities. Findings revealed that a variety of strategies are used to teach self-questioning to students. These self-questioning strategies are effective for improving reading comprehension performance across a range of diverse learners and across various educational settings. We provide limitations of this body of research, directions for future research, and implications for practice.
ISSN:1057-3569
1521-0693
DOI:10.1080/10573569.2014.891449