Effects of Teaching a Questioning Strategy on Reading Comprehension of Learning Disabled Adolescents

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.