Self-Questioning Strategy Routine to Enhance Reading Comprehension Among Secondary Students

Abstract

Reading comprehension expectations in content areas have increased for students during the past decade. Many secondary students, including students with learning disabilities, improve their reading proficiency of grade-level text when they receive explicit instruction. The authors propose a self-questioning strategy routine designed to enhance secondary students’ comprehension of expository text and to increase student engagement in content classes. The routine includes explicit, teacher-directed instruction and incorporates before-, during-, and after-reading activities using modeling and guided practice. A scenario of a secondary teacher implementing the proposed self-questioning strategy routine in a social studies course is presented.