Premium
Using Prompt Fading to Teach Self‐Questioning to Fifth Graders with LD: Effects on Reading Comprehension
Author(s) -
Rouse Christina A.,
AlberMorgan Sheila R.,
Cullen Jennifer M.,
Sawyer Mary
Publication year - 2014
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/ldrp.12036
Subject(s) - reading comprehension , reading (process) , generalization , comprehension , psychology , mathematics education , intervention (counseling) , multiple baseline design , developmental psychology , computer science , linguistics , mathematical analysis , philosophy , mathematics , psychiatry , programming language
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.