The purpose of this study was to investigate the effectiveness of selfquestioning and story structure training on reading comprehension. Three complete elementary learning disabilities classes were assigned randomly to one of three experimental groups. The first group received instruction in self-questioning to identify the main character in a narrative story, the aim of a story, the problem encountered in the story, and the problem's solution. A second group received training in story structure identification without self-questioning training.
The third group received no strategy training. Analyses revealed that the combined self-questioning and story structure group correctly answered significantly more comprehension questions than the group that received no strategy training.
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