Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


Rouse Dissertation 7.4.14.pdf (1012.72 KB)

ETD Abstract Container

Abstract Header

THE EFFECTS OF A SELF-QUESTIONING STRATEGY ON THE COMPREHENSION OF EXPOSITORY PASSAGES BY ELEMENTARY STUDENTS WHO STRUGGLE WITH READING

Rouse, Christina A
http://rave.ohiolink.edu/etdc/view?acc_num=osu1404822444

Abstract Details

2014, Doctor of Philosophy, Ohio State University, Educational Studies.
Students who are at-risk for reading require extra support with instruction and learning and have a greater chance of academic failure in the future. Thus, students who struggle with reading and the comprehension of text have limited background knowledge, lack the skills to connect with the text, and do not know how to read with a purpose. This study addressed these deficits through the use of a self-questioning strategy to increase comprehension performance. More specifically, the purpose of this study was to examine the effects of student-generated self-questions on expository reading comprehension of fourth grade at-risk learners. The generalization of comprehension skills was also assessed.
Sheila Alber-Morgan, Dr. (Advisor)
129 p.
Education; Reading Instruction; Special Education
reading comprehension, self-questioning strategy, at-risk learners, student-generated questions

Recommended Citations

Citations

  • Rouse, C. A. (2014). THE EFFECTS OF A SELF-QUESTIONING STRATEGY ON THE COMPREHENSION OF EXPOSITORY PASSAGES BY ELEMENTARY STUDENTS WHO STRUGGLE WITH READING [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1404822444

    APA Style (7th edition)

  • Rouse, Christina. THE EFFECTS OF A SELF-QUESTIONING STRATEGY ON THE COMPREHENSION OF EXPOSITORY PASSAGES BY ELEMENTARY STUDENTS WHO STRUGGLE WITH READING. 2014. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1404822444.

    MLA Style (8th edition)

  • Rouse, Christina. "THE EFFECTS OF A SELF-QUESTIONING STRATEGY ON THE COMPREHENSION OF EXPOSITORY PASSAGES BY ELEMENTARY STUDENTS WHO STRUGGLE WITH READING." Doctoral dissertation, Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1404822444

    Chicago Manual of Style (17th edition)

osu1404822444
12,805
© 2014, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.