Self-Questioning Strategy for Struggling Readers: A Synthesis

Autor/inn/en	Daniel, Johny; Williams, Kelly J.
Titel	Self-Questioning Strategy for Struggling Readers: A Synthesis
Quelle	In: Remedial and Special Education, 42 (2021) 4, S.248-261 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Daniel, Johny) ORCID (Williams, Kelly J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932519880338
Schlagwörter	Reading Strategies; Reading Instruction; Reading Comprehension; Reading Improvement; Instructional Effectiveness; Students with Disabilities; Learning Disabilities; Reading Difficulties; Elementary School Students; Secondary School Students; Questioning Techniques; Self Evaluation (Individuals); Reader Text Relationship; Reading Research; Research Methodology + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Leseunterricht; Leseverstehen; Unterrichtserfolg; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Reading difficulty; Leseschwierigkeit; Sekundarschüler; Befragungstechnik; Fragetechnik; Leseforschung; Research method; Forschungsmethode
Abstract	This review examined the effects of self-questioning (SQ) strategy instruction on reading comprehension outcomes for students with learning disabilities and struggling readers in Grades K-12. Our literature search, encompassing the past 53 years (1965-2018) of research, found 10 studies that fit our inclusion criteria. Reviewed studies included eight group design and two single-case design studies. Overall, the effects of SQ strategy instruction on students' reading comprehension outcomes were mixed. No clear trends of the effects of SQ strategy intervention were associated with participants' grade level and type of instruction (explicit or nonexplicit instruction). Effects of the total number of hours of SQ strategy instruction on students' reading outcomes varied slightly with medium to large effects for students receiving two or more total hours of strategy instruction. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01