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The effects of a self-questioning st...

Rouse, Christina A.

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The effects of a self-questioning strategy on the comprehension of expository passages by elementary students who struggle with reading.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effects of a self-questioning strategy on the comprehension of expository passages by elementary students who struggle with reading./
作者:	Rouse, Christina A.
面頁冊數:	140 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.
Contained By:	Dissertation Abstracts International76-06A(E).
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3672707
ISBN:	9781321501636

The effects of a self-questioning strategy on the comprehension of expository passages by elementary students who struggle with reading.
Rouse, Christina A.

The effects of a self-questioning strategy on the comprehension of expository passages by elementary students who struggle with reading. - 140 p.

Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.

Thesis (Ph.D.)--The Ohio State University, 2014.

This item must not be sold to any third party vendors.

Students who are at-risk for reading require extra support with instruction and learning and have a greater chance of academic failure in the future. Thus, students who struggle with reading and the comprehension of text have limited background knowledge, lack the skills to connect with the text, and do not know how to read with a purpose. This study addressed these deficits through the use of a self-questioning strategy to increase comprehension performance. More specifically, the purpose of this study was to examine the effects of student-generated self-questions on expository reading comprehension of fourth grade at-risk learners. The generalization of comprehension skills was also assessed.

ISBN: 9781321501636Subjects--Topical Terms:

516693
Special education.

The effects of a self-questioning strategy on the comprehension of expository passages by elementary students who struggle with reading.
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520 $a Students who are at-risk for reading require extra support with instruction and learning and have a greater chance of academic failure in the future. Thus, students who struggle with reading and the comprehension of text have limited background knowledge, lack the skills to connect with the text, and do not know how to read with a purpose. This study addressed these deficits through the use of a self-questioning strategy to increase comprehension performance. More specifically, the purpose of this study was to examine the effects of student-generated self-questions on expository reading comprehension of fourth grade at-risk learners. The generalization of comprehension skills was also assessed.
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