Thesis

Self-questioning to improve comprehension

A metacognitive comprehension strategy self-questioning was studied using 10 struggling high school sophomore students over a 19-month period of time. Participants all had an adolescent literacy course as freshman to help them improve their reading comprehension. The participants were no longer in a support class as sophomores, but did use the self-questioning strategy on their own. Students did not use the note-taking devices with the frequency predicted by the researcher, but they did show significant reading comprehension growth based on their English grades, a state high school exit exam, and a pre and post informal reading inventory. The study found that students did use a modified version of the strategy over time.

Relationships

Items