The Effects of Questioning the Author on the Reading Comprehension of Middle School Students
The purpose of this study was to determine the efficacy of systematic explicit instruction of a questioning strategy for improving the text comprehension of middle school students. Specifically, the reading comprehension of six 8th grade students was investigated to determine
whether the questioning strategy, QtA, lead to an increase in the reading achievement of a narrative text. Results for the study revealed that all six students displayed significant improvement in their reading comprehension levels when statistically analyzing the data using a one group pre-
and posttest design. The QtA strategy had a statistical effect on the reading achievement level of all students participating in the study.
Document Type: Research Article
Publication date: September 1, 2015
Reading Improvement publishes reports and creative theoretical papers dealing with every aspect of reading improvement, and at all levels of instruction. Articles dealing with encoding and decoding, special education, handwriting, art, and literature in relation to K-12 are included in the sphere of interest. Preference is given to manuscripts that promise better understanding of reading and for improving the reading process.
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