Teaching Middle School Students With Learning Disabilities to Comprehend Text Using Self-Questioning

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 af...

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Bibliographic Details
Published in:Intervention in school and clinic 2018-05, Vol.53 (5), p.276-282
Main Authors: Joseph, Laurice M., Ross, Kelsey M.
Format: Article
Language:English
Subjects:
Evidence Based Practice
Learning
Learning Disabilities
Meaning
Middle School Students
Middle schools
Progress Monitoring
Prompting
Questioning Techniques
Reading Comprehension
Reading Instruction
Reading Strategies
Scaffolding (Teaching Technique)
Students with disabilities
Teaching methods
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Summary: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.
ISSN:1053-4512
1538-4810
DOI:10.1177/1053451217736866