Self-Questioning Strategy for Struggling Readers: A Synthesis
Remedial and Special Education
Daniel, J., & Williams, K. J. (2021).
Remedial and Special Education, 42(4), 248-261.
This systematic review investigates the effects of self-questioning strategy instruction on reading comprehension in students in grades K to 12 with learning disabilities or struggling readers (i.e., students scoring significantly below their reading ability).
No funding received
1965 to September 2018
Randomized control trials; quasi-experimental designs; single-case designs with self-questioning strategy interventions (excludes literature reviews, meta-analyses, observational studies, news reports, conference proceedings, or in-preparation articles)
10
Studies investigating self-questioning strategy instruction found a moderately positive mean weighted effect size on comprehension outcomes for students with learning disabilities and struggling readers. In studies that compared reading outcomes of the intervention group to a control group, two studies reported statistically significant effects, three studies found nonsignificant differences between the intervention group and the control group, and two studies reported mixed results. The authors report that there is no conclusive evidence of the effectiveness of self-questioning strategy instruction interventions and additional research is warranted.
