Using Prompt Fading to Teach Self‐Questioning to Fifth Graders with LD: Effects on Reading Comprehension. Issue 3 (August 2014)

• Record Type: Journal Article
• Authors: Rouse, Christina A.; Alber‐Morgan, Sheila R.; Cullen, Jennifer M.; Sawyer, Mary
• Is Part Of: Learning disabilities research & practice. Volume 29:Issue 3(2014)
• Page Start: 117
• Page End: 125
• Publication Date: 2014-08
• Subjects: Learning disabilities -- Periodicals; Apprentissage, Troubles de l' -- Périodiques; 371.9
• DOI: 10.1111/ldrp.12036
• Languages: English
• ISSNs: 0938-8982

Abstract

<abstract abstract-type="main"> <title> <x xml:space="preserve">Abstract</x> </title> <p>Students with LD who struggle with reading comprehension can benefit from instruction on how to read strategically. One strategy that has been demonstrated to increase reading comprehension is self‐questioning. In this study, two fifth graders with LD were taught to self‐generate questions using a prompt fading procedure. The participants were provided with expository reading passages with embedded questions. As each participant demonstrated proficiency with answering the embedded questions correctly, the embedded questions were systematically faded and replaced with a prompt for the students to generate their own questions. A multiple baseline across participants design demonstrated that the self‐questioning intervention resulted in improvements in reading comprehension for both students. Additionally, the students demonstrated evidence of maintenance and generalization of reading comprehension outcomes.</p> </abstract>