Literaturnachweis - Detailanzeige
| Autor/inn/en | Rouse-Billman, Christina; Alber-Morgan, Sheila |
|---|---|
| Titel | Teaching Self-Questioning Using Systematic Prompt Fading: Effects on Fourth Graders' Reading Comprehension |
| Quelle | In: Preventing School Failure, 63 (2019) 4, S.352-358 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1045-988X |
| DOI | 10.1080/1045988X.2019.1619508 |
| Schlagwörter | Grade 4; Elementary School Students; Teaching Methods; Cues; Reading Comprehension; Reading Instruction; Evidence Based Practice; Questioning Techniques; At Risk Students; Females; Generalization |
| Abstract | Teaching students to generate questions to monitor their reading comprehension is an evidence-based practice demonstrated to be effective across grade levels for students with and without disabilities. As self-questioning is a complex skill, many students can benefit from additional instructional supports, especially when they are first learning how to self-question. One such support is systematic prompt fading, an evidence-based practice in which instructional prompts are gradually faded until the student can perform the skill independently. This study used systematic prompt fading to teach fourth graders a self-questioning strategy to improve their reading comprehension. A multiple probe across participants design demonstrated improved comprehension quiz scores for fourth graders who engaged in self-questioning while reading expository passages. In addition, all participants demonstrated at least some generalization to higher-level content area textbooks. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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