Improving Student Comprehension of Social Studies Text: A Self-Questioning Strategy for Inclusive Middle School Classes

Autor/inn/en	Berkeley, Sheri; Marshak, Lisa; Mastropieri, Margo A.; Scruggs, Thomas E.
Titel	Improving Student Comprehension of Social Studies Text: A Self-Questioning Strategy for Inclusive Middle School Classes
Quelle	In: Remedial and Special Education, 32 (2011) 2, S.105-113 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932510361261
Schlagwörter	Reading Comprehension; Grade 7; Social Studies; Middle School Students; Inclusion; Mainstreaming; English (Second Language); Disabilities; Group Activities; Questioning Techniques; Student Evaluation; Content Area Reading; Teaching Methods; Pretests Posttests; At Risk Students + Suchen Sie Ihr Suchwort? Leseverstehen; School year 07; 7. Schuljahr; Schuljahr 07; Gemeinschaftskunde; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Inklusion; English as second language; English; Second Language; Englisch als Zweitsprache; Handicap; Behinderung; Gruppenaktivität; Befragungstechnik; Fragetechnik; Schulnote; Studentische Bewertung; Sinnerfassendes Lesen; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study employed a randomized experimental design to investigate the effectiveness of a self-questioning strategy for improving student reading comprehension of grade-level social studies text material. Fifty-seven seventh grade students with a range of abilities, including English as second language learners and students with learning and other disabilities, from three inclusive middle school classes participated. Results indicated that students in the self-questioning strategy group outperformed students in a typical practice group on both multiple-choice and open-ended comprehension tests of the social studies content read. Implications for practice and future research are discussed. (Contains 5 tables and 1 figure.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10