The effects of adjunct questions and feedback on improving the reading comprehension skills of learning-disabled adolescents

Author: 
Peverly, S. T, & Wood, R.
Year: 
2001

The study examined the effect of various questioning strategies on improving students’ reading comprehension. The participants of the intervention condition were randomly assigned into four groups: inserted questions, massed questions, feedback, or no feedback. The interventions lasted for six weeks.

Type: 
Research
Common Core State Standards: 
Literature
Informational Text
Instructional Strategies: 
Self-Questioning

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