Using Question Generation to Improve Reading Comprehension for Middle‐Grade Students. Issue 3 (8th November 2020)

• Record Type: Journal Article
• Authors: Stevens, Elizabeth A.; Murray, Christy S.; Fishstrom, Sarah; Vaughn, Sharon
• Is Part Of: Journal of adolescent & adult literacy. Volume 64:Issue 3(2020)
• Page Start: 311
• Page End: 322
• Publication Date: 2020-11-08
• Subjects: Comprehension -- Comprehension monitoring < Comprehension -- Content literacy -- Depth of (higher level -- literal level -- etc.) < Comprehension -- Instructional strategies; methods and materials -- Informational text < Strategies -- methods -- and materials -- Instructional strategies -- teaching strategies < Strategies -- methods -- and materials -- Questioning < Comprehension -- Reading strategies < Strategies -- methods -- and materials -- Struggling learners -- 4‐Adolescence; Reading -- Periodicals; Literacy -- Periodicals; 374.0124
• DOI: 10.1002/jaal.1105
• Languages: English
• ISSNs: 1081-3004

Abstract

Abstract: Students in the middle grades are expected to read complex texts to acquire content knowledge, particularly in social studies/history and science. Most students with disabilities are included in social studies/history and science classes yet read below grade level, requiring significant support with accessing text knowledge. Question generation is one high‐impact, evidence‐based practice that content area teachers can use to support students as they read complex text. This practice has been studied in rigorous research studies, and findings suggest that students' reading comprehension increases when they apply the practice while reading. The authors provide an overview of question generation, including explanations of each step in the instructional process, so content area teachers can integrate this reading comprehension practice into their instruction.