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

What's New on POWERUP?

Use Technology Tools to Support Formative Assessment!

How can technology tools support teachers in their use of formative assessment across different subject areas to better serve the needs of struggling students? Read our new blog post to learn about how technology tools for formative assessment can help you better personalize instruction to meet the needs of your students.