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The effect of a self-directed questioning technique on the reading skills of mildly handicapped low-functioning junior high school students
Abstract
Five mildly-handicapped low-functioning junior high school-aged subjects learned a self-directed questioning strategy (SDQ) to determine whether the learning of this strategy was associated with improved reading comprehension. Changes in reading comprehension were measured using a formative, curriculum-based assessment (words read correctly per minute), and a multiple baseline across subjects research design. Although the study found a general improvement over baseline in the dependent measure, design difficulties, practice effects in reading, and compromises necessary in the environment made it difficult to draw the conclusion that the intervention alone was responsible for the improvement.
Subject Area
Special education|Literacy|Reading instruction
Recommended Citation
Larson, Wilbert Corry, "The effect of a self-directed questioning technique on the reading skills of mildly handicapped low-functioning junior high school students" (1990). ETD collection for University of Nebraska-Lincoln. AAI9118464.
https://digitalcommons.unl.edu/dissertations/AAI9118464