Using Question Generation to Improve Reading Comprehension for Middle-Grade Students

Autor/inn/en	Stevens, Elizabeth A.; Murray, Christy S.; Fishstrom, Sarah; Vaughn, Sharon
Titel	Using Question Generation to Improve Reading Comprehension for Middle-Grade Students
Quelle	In: Journal of Adolescent & Adult Literacy, 64 (2020) 3, S.311-322 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stevens, Elizabeth A.) ORCID (Murray, Christy S.) ORCID (Fishstrom, Sarah) ORCID (Vaughn, Sharon) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.1105
Schlagwörter	Middle School Students; Reading Comprehension; Students with Disabilities; Knowledge Level; Social Studies; History Instruction; Science Instruction; Reading Skills; Student Needs; Questioning Techniques; Teaching Methods; Content Area Reading + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Leseverstehen; Disability; Disabilities; Studentin; Behinderung; Wissensbasis; Gemeinschaftskunde; History lessons; Geschichtsunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Reading skill; Lesefertigkeit; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Sinnerfassendes Lesen
Abstract	Students in the middle grades are expected to read complex texts to acquire content knowledge, particularly in social studies/history and science. Most students with disabilities are included in social studies/history and science classes yet read below grade level, requiring significant support with accessing text knowledge. Question generation is one high-impact, evidence-based practice that content area teachers can use to support students as they read complex text. This practice has been studied in rigorous research studies, and findings suggest that students' reading comprehension increases when they apply the practice while reading. The authors provide an overview of question generation, including explanations of each step in the instructional process, so content area teachers can integrate this reading comprehension practice into their instruction. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01