To better retain information from textbooks and other informational text, the student is taught to use a four-step self-questioning strategy and related 'fix-up' skills during independent reading.
Type: Core Instruction and/or Student Strategy
Procedure:
SELF-QUESTIONING STRATEGY: The teacher creates a strategy sheet as a student resource for this intervention. The sheet contains several simple steps in checklist format that the student applies to independent reading of an informational passage:
(1) Preview the titles and sub-titles in the passage;
(2) Rewrite each title as a question: e.g., The title "Causes of the American Civil War" might convert to the question "What were the main causes of the Civil War?";
(3) Read the passage;
(4) Review the self-generated questions and--based on the reading--attempt to answer them.
FIX-UP STRATEGIES: The strategy sheet also directs the student to apply simple fix-up strategies if unable to answer a self-generated question:
1) Re-read that section of the passage;
(2) Verify that you know all vocabulary terms in the passage--and look up the meaning of any unknown words;
(3) examine the passage for other 'text structures' such as tables, graphs, maps, or captioned pictures that may help to answer the question;
4) write down remaining unanswered questions to review with the teacher or tutor. To monitor use of this strategy, the teacher may direct the student to write down self-generated questions from reading assignments for the teacher's review.
Research Citations: Berkeley, S., Marshak, L., Mastropieri, M. A., & Scruggs, T. E. (2011). Improving student comprehension of social studies text: A self-questioning strategy for inclusive middle school classes. Remedial and Special Education 32, 105-113.