The study examined the effect of various questioning strategies on improving students' reading comprehension. The participants of the intervention condition were randomly assigned into four groups: inserted questions, massed questions, feedback, or no feedback. The interventions lasted for six weeks. Students read one short story per week and then completed a comprehension test. Students in the inserted questions group answered four inserted post-questions after reading a story segment and were either given feedback about their answers or no feedback. Students in the massed post-question group answered questions that were massed at the end of the story and were either given feedback about their answers or no feedback. The students in the comparison group read the story segments, but were not given questions, feedback, or comprehension questions. To account for the amount of time spent in activities by the intervention groups, students ready one story per week but were instructed to read it twice. The study included 50 middle-class ninth- to eleventh-grade (14- to 16-yearold) students who were of mixed ethnicity. All students scored two to four years below their age appropriate grade level as determined by scores on the Gates-MacGinitie assessment. The students were enrolled in four private schools that specialized in teaching students with reading disabilities. The schools were located in a metropolitan area of the Northeastern United States The authors reported that inserted questions were more effective in improving student's comprehension of texts than other questioning strategies (e.g., questions posed after the text or no questions), although questions posed after the text were more effective than no questions.
The effects of adjunct questions and feedback on improving the reading comprehension skills of learning-disabled adolescents
Contemporary Educational Psychology, 26, 25-43.
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