This study employed a randomized experimental design to investigate the effectiveness of a self-questioning strategy for improving student reading comprehension of grade-level social studies text material. Fifty-seven seventh grade students with a range of abilities, including English as second language learners and students with learning and other disabilities, from three inclusive middle school classes participated. Results indicated that students in the self-questioning strategy group outperformed students in a typical practice group on both multiple-choice and open-ended comprehension tests of the social studies content read. Implications for practice and future research are discussed.
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