Improving Student Comprehension of Social Studies Text: A Self-Questioning Strategy for Inclusive Middle School Classes

Sheri L. Berkeley · Lisa Marshak · Margo A. Mastropieri · Thomas E. Scruggs

65 citations0/0 files storedRemedial and Special Education

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Reading and Literacy Development Behavioral and Psychological Studies Educational Strategies and Epistemologies

Abstract

This study employed a randomized experimental design to investigate the effectiveness of a self-questioning strategy for improving student reading comprehension of grade-level social studies text material. Fifty-seven seventh grade students with a range of abilities, including English as second language learners and students with learning and other disabilities, from three inclusive middle school classes participated. Results indicated that students in the self-questioning strategy group outperformed students in a typical practice group on both multiple-choice and open-ended comprehension tests of the social studies content read. Implications for practice and future research are discussed.

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2001Teaching Reading Comprehension Strategies to Students With Learning Disabilities: A Review of Research 2003Reading Comprehension Instruction for Secondary Students: Challenges for Struggling Students and Teachers 1997Best Practices in Promoting Reading Comprehension in Students with Learning Disabilities 1976 to 1996 2000Enhancing Main Idea Comprehension for Students with Learning Problems 2002Examining the Reading Difficulty of Secondary Students with Learning Disabilities 2001Ensuring Content–Area Learning by Secondary Students with Learning Disabilities 1997READING COMPREHENSION OF EXPOSITORY SCIENCE MATERIAL AND STUDENTS WITH LEARNING DISABILITIES: A COMPARISON OF STRATEGIES 2008Reading Comprehension in Adolescents with LD: What We Know; What We Need to Learn

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2015Teaching Students With Intellectual Disability to Use a Self-Questioning Strategy to Comprehend Social Studies Text for an Inclusive Setting 2011QRAC-the-Code 2014Working Effectively with Students with BD in a General Education Classroom: The Case for Universal Design for Learning

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