The Effects of Questioning the Author on the Reading Comprehension of Middle School Students
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| Title: | The Effects of Questioning the Author on the Reading Comprehension of Middle School Students |
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| Language: | English |
| Authors: | Sencibaugh, Joseph M., Sencibaugh, Angela M. |
| Source: | Reading Improvement. Fall 2015 52(3):85-92. |
| Availability: | Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/ri.html |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Middle Schools Secondary Education Junior High Schools Grade 8 Elementary Education |
| Descriptors: | Reading, Reading Comprehension, Middle School Students, Questioning Techniques, Grade 8, Reading Achievement, Pretests Posttests, Word Recognition, Reading Fluency, Metacognition, Quasiexperimental Design, Statistical Analysis, Reading Instruction |
| Geographic Terms: | Missouri |
| Assessment and Survey Identifiers: | Woodcock Reading Mastery Test |
| ISSN: | 0034-0510 |
| Abstract: | The purpose of this study was to determine the efficacy of systematic explicit instruction of a questioning strategy for improving the text comprehension of middle school students. Specifically, the reading comprehension of six 8th grade students was investigated to determine whether the questioning strategy, QtA, lead to an increase in the reading achievement of a narrative text. Results for the study revealed that all six students displayed significant improvement in their reading comprehension levels when statistically analyzing the data using a one group pre- and posttest design. The QtA strategy had a statistical effect on the reading achievement level of all students participating in the study. |
| Abstractor: | As Provided |
| Number of References: | 18 |
| Entry Date: | 2016 |
| Access URL: | https://www.projectinnovation.com/reading-improvement.html |
| Accession Number: | EJ1095659 |
| Database: | ERIC |
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| Abstract: | The purpose of this study was to determine the efficacy of systematic explicit instruction of a questioning strategy for improving the text comprehension of middle school students. Specifically, the reading comprehension of six 8th grade students was investigated to determine whether the questioning strategy, QtA, lead to an increase in the reading achievement of a narrative text. Results for the study revealed that all six students displayed significant improvement in their reading comprehension levels when statistically analyzing the data using a one group pre- and posttest design. The QtA strategy had a statistical effect on the reading achievement level of all students participating in the study. |
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| ISSN: | 0034-0510 |
