Back to Search
Start Over
Self-Questioning Strategy Routine to Enhance Reading Comprehension among Secondary Students
- Source :
-
TEACHING Exceptional Children . Jul-Aug 2021 53(6):441-449. - Publication Year :
- 2021
-
Abstract
- Reading comprehension expectations in content areas have increased for students during the past decade. Many secondary students, including students with learning disabilities, improve their reading proficiency of grade-level text when they receive explicit instruction. The authors propose a self-questioning strategy routine designed to enhance secondary students' comprehension of expository text and to increase student engagement in content classes. The routine includes explicit, teacher-directed instruction and incorporates before-, during-, and after-reading activities using modeling and guided practice. A scenario of a secondary teacher implementing the proposed self-questioning strategy routine in a social studies course is presented.
Details
- Language :
- English
- ISSN :
- 0040-0599
- Volume :
- 53
- Issue :
- 6
- Database :
- ERIC
- Journal :
- TEACHING Exceptional Children
- Publication Type :
- Academic Journal
- Accession number :
- EJ1304304
- Document Type :
- Journal Articles<br />Reports - Descriptive
- Full Text :
- https://doi.org/10.1177/0040059920976677