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Self-Questioning Strategy for Struggling Readers: A Synthesis

Daniel, Johny; Williams, Kelly J.

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Authors

Kelly J. Williams



Abstract

This review examined the effects of self-questioning (SQ) strategy instruction on reading comprehension outcomes for students with learning disabilities and struggling readers in Grades K-12. Our literature search, encompassing the past 53 years (1965–2018) of research, found 10 studies that fit our inclusion criteria. Reviewed studies included eight group design and two single-case design studies. Overall, the effects of SQ strategy instruction on students’ reading comprehension outcomes were mixed. No clear trends of the effects of SQ strategy intervention were associated with participants’ grade level and type of instruction (explicit or nonexplicit instruction). Effects of the total number of hours of SQ strategy instruction on students’ reading outcomes varied slightly with medium to large effects for students receiving two or more total hours of strategy instruction.

Citation

Daniel, J., & Williams, K. J. (2021). Self-Questioning Strategy for Struggling Readers: A Synthesis. Remedial and Special Education, 42(4), 248-261. https://doi.org/10.1177/0741932519880338

Journal Article Type Article
Online Publication Date Oct 9, 2019
Publication Date Aug 1, 2021
Deposit Date Sep 2, 2021
Publicly Available Date Feb 23, 2022
Journal Remedial and Special Education
Print ISSN 0741-9325
Electronic ISSN 1538-4756
Publisher SAGE Publications
Peer Reviewed Peer Reviewed
Volume 42
Issue 4
Pages 248-261
DOI https://doi.org/10.1177/0741932519880338
Public URL https://durham-repository.worktribe.com/output/1265738

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Copyright Statement
Daniel, Johny & Williams, Kelly J., Self-Questioning Strategy for Struggling Readers: A Synthesis, Remedial and Special Education (42:4) pp. 248-261. Copyright © 2019 Hammill Institute on Disabilities. DOI: 10.1177/0741932519880338





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