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Effects of Teaching a Questioning Strategy on Reading Comprehension of Learning Disabled Adolescents
Alley, Gordon R. Hori, Ann K. O.
Alley, Gordon R.
Hori, Ann K. O.
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Abstract
Nine junior high learning disabled students received a Questioning Treatment and an equivalent Control Group received traditional reading training. The results of this study confirmed the hypothesis that training a questioning strategy is an effective method to increase reading comprehension performance as measured by a formal reading test. No significant relationship was found between questioning frequency levels and reading comprehension performance, and no significant interaction occurred between training conditions and questioning frequency levels.
Description
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Date
1981-06-01
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Institute for Research in Learning Disabilities
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Alley, G. R. & Hori, A. K. O. (1981) Effects of Teaching a Questioning Strategy on Reading Comprehension of Learning Disabled Adolescents [Research Report 52]. Institute for Research in Learning Disabilities, Lawrence, KS.