期刊
INTERVENTION IN SCHOOL AND CLINIC
卷 53, 期 5, 页码 276-282出版社
SAGE PUBLICATIONS INC
DOI: 10.1177/1053451217736866
关键词
learning strategies; academic; comprehension; reading; mild disabilities
Middle school students with learning disabilities often struggle to gain meaning from text. Engaging in self-questioning is an effective strategy for comprehending text, however, middle school students with learning disabilities often do not naturally engage in self-questioning before, during, or after reading. These students may also have difficulty generating questions to ask themselves while reading text. This article presents evidence-based methods and specific instructional scaffolds for teaching middle school students with learning disabilities to generate questions on their own before, during, and after reading. A discussion of how to progress monitor students' acquisition of self-questioning will also be provided.
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