%0 Journal Article
%T Teaching Middle School Students With Learning Disabilities to Comprehend Text Using Self
%A Kelsey M. Ross
%A Laurice M. Joseph
%J Intervention in School and Clinic
%@ 1538-4810
%D 2018
%R 10.1177/1053451217736866
%X Middle school students with learning disabilities often struggle to gain meaning from text. Engaging in self-questioning is an effective strategy for comprehending text, however, middle school students with learning disabilities often do not naturally engage in self-questioning before, during, or after reading. These students may also have difficulty generating questions to ask themselves while reading text. This article presents evidence-based methods and specific instructional scaffolds for teaching middle school students with learning disabilities to generate questions on their own before, during, and after reading. A discussion of how to progress monitor students¡¯ acquisition of self-questioning will also be provided
%K learning strategies
%K academic
%K comprehension
%K reading
%K mild disabilities
%U https://journals.sagepub.com/doi/full/10.1177/1053451217736866