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

Alley, Gordon R.; Hori, Ann K. O.

dc.contributor.author	Alley, Gordon R.
dc.contributor.author	Hori, Ann K. O.
dc.date.accessioned	2015-01-20T21:05:12Z
dc.date.available	2015-01-20T21:05:12Z
dc.date.issued	1981-06-01
dc.identifier.citation	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.	en_US
dc.identifier.uri	http://hdl.handle.net/1808/16323
dc.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.	en_US
dc.description.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.	en_US
dc.publisher	Institute for Research in Learning Disabilities	en_US
dc.relation.ispartofseries	Research Report / Institute for Research in Learning Disabilities;52
dc.title	Effects of Teaching a Questioning Strategy on Reading Comprehension of Learning Disabled Adolescents	en_US
dc.type	Book
kusw.kuauthor	Alley, Gordon R.
kusw.kuauthor	Hori, Alice K. O.
kusw.kudepartment	Education	en_US
kusw.oapolicy	This item does not meet KU Open Access policy criteria.
dc.rights.accessrights	openAccess

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