The Self-Questioning Strategy
The Self-Questioning Strategy helps students create their own motivation for reading. Students create questions in their minds, predict the answers to those questions, search for the answers to those questions as they read, and paraphrase the answers to themselves.
In research studies, students showed average gains of 40 percentage points in reading comprehension of grade-level materials after they learned the strategy.
There are multiple products associated with this strategy. Instructor materials are available through the KUCRL Shop. Student materials are published by Edge Enterprises, Inc.
Please note that professional development, coaching, and infrastructure support are essential components to effective implementation of SIM instructional tools and interventions. It is highly recommended that you work with a SIM professional developer. See the SIM Event list for sessions or email simpd@ku.edu to learn more.
Author(s): Jean B. Schumaker, Donald D. Deshler, Susan M. Nolan, and Gordon R. Alley
Publication Info: University of Kansas, 1994
Resources:
RESEARCH ARTICLES
- Schumaker, J.B., Deshler, D.D., Woodruff, S.K., Hock, M.F., Bulgren, J.A., & Lenz, B.K. (2006). Reading strategy interventions: Can literacy outcomes be enhanced for at-risk adolescents? Teaching Exceptional Children, 38(3), 64-68. In two studies, students who learned reading strategies outperformed students who did not.
- Clark, F.L., Deshler, D.D., Schumaker, J.B., Alley, G.R., & Warner, M.M. (1984). Visual imagery and self-questioning: Strategies to improve comprehension of written material. Journal of Learning Disabilities, 17(3), 145-149. Two learning strategies, Visual Imagery and Self-Questioning, designed to increase reading comprehension were taught to six students with learning disabilities using a multiple baseline across strategies design on several outcome measures.
An accessible version of the documents on this site will be made available upon request. Please contact the KU CRL Professional Development Research Institute, at simpd@ku.edu to request the document be made available in an accessible format.