SPED 5326 SUMMER 2017

QUESTIONING
ENHANCING READING COMPREHENSION THROUGH SELF-QUESTIONING

WHAT IS QUESTIONING?
Self-questioning is a
process in which WHAT DOES QUESTIONING
students ask and LOOK LIKE?
answer questions Generic Questions
while reading. What do I already know about this topic?
What do I think this text will be about?
Strategically asking What is the main idea?
and answering What will happen next?
questions while Can I connect what I am reading to something I
already know?
reading helps
students with QAR Strategy (Question-Answer
difficulties engage Relationship)
Asks four types of questions after reading
with text in ways Right-There Questions: Answers can be found
that improve their comprehension literally in the text
Think & Search Questions: Answers are
inferential
Self-questioning strategies can serve a variety of Author & You: Answers connect text to
purposes. They may help prompt students to personal experience
On My Own: Answers use only background
consider background knowledge before reading, knowledge
while another might promote students self-
monitoring of understanding while reading, and RAP Strategy (Read-Ask-Paraphrase)
READ a portion of the text
yet another might ASK yourself what the main idea was and
remind students to identify key details
summarize what they PARAPHRASE the information into your own
words
have read
after reading. Question Stems
What did I learn about _______?
What are some ways _____ and _____ are
Self-questioning is a alike/ different?
skill that can enhance How did I feel when _______? Why?
Why is _________ important?
students reading comprehension skills in a wide What is a question I still have about ______?
range of content areas in school and post school What did the writer mean when they wrote
environments over time. ______?
What is the significance of _________?

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SPED 5326 SPRING 2017

WHY USE QUESTIONING? IMPLEMENTING

Poor readers tend to
QUESTIONING
start reading by jumping
right in, without a Before implementing this strategy,
purpose and without teachers need to consider 3 things:
considering background type of text being read, student skill,
knowledge. While and the type of questioning is best for
reading, they race the student.
through the text even if they do not understand what
they are reading. These students generally do not Explicitly state the importance of
recognize how text is structured and lack strategies to questioning while reading and how the
figure out new words or repair comprehension strategy works
problems. By the time these students are done reading,
they are unable to summarize important points or to
reflect on what they have read Model the strategy for students by
using think aloud during instruction
to give students a better
THE VALUE OF QUESTIONING understanding of internal though
processes
Self-questioning is an easily
applicable reading
Monitor student progress and provide
comprehension strategy for
explicit corrective feedback as well as
learners at different age
appropriate attributions
and skill levels. Teachers
can use this strategy in
inclusive classrooms with
Teach for generalized use of the
whole class participation.
strategy
Self-questioning can be
beneficial for students with
specific learning disabilities,
Autism Spectrum Disorders,
ADHD, and behavioral
disorders.

REFERENCES
Berkeley, S., Marshak, L., Mastropieri, M. A., & Scruggs, T. E. (2011). Improving student comprehension of social
studies text: A self-questioning strategy for inclusive middle school classes. Remedial And Special
Education, 32(2), 105-113. doi:10.1177/0741932510361261
Berkeley, S. (2015). Self-questioning in Reading. Retrieved July 8, 2017, from http://teachingld.org/questions/15
Klingner, J., & Vaughn, S. (1998). Using collaborative strategic reading. Teaching Exceptional Children, 30, 32-7.
Rouse, C. A., Alber-Morgan, S. R., Cullen, J. M., & Sawyer, M. (2014). Using Prompt Fading to Teach Self-
Questioning to Fifth Graders with LD: Effects on Reading Comprehension. Learning Disabilities Research &
Practice (Wiley-Blackwell), 29(3), 117-125. doi:10.1111/ldrp.12036
Wood, L. a., Browder, D. M., & Flynn, L. (2015). Teaching Students With Intellectual Disability to Use a Self-
Questioning Strategy to Comprehend Social Studies Text for an Inclusive Setting. Research & Practice For
Persons With Severe Disabilities, 40(4), 275-293. doi:10.1177/1540796915592155