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- Students with reading disabilities will probably not use the self-questioning strategy unless they are explicitly taught to do so.
- Text is never fully explicit. Authors omit many details from their texts, believing their readers will make inferences based on prior knowledge.
- Good readers fill in empty slots as they read by asking and answering questions.
- Self-questioning is important at all times in reading, but it is particularly so when there is not a teacher to help prompt the reader.
- Self-questioning is often described as a metacognitive strategy to be used for clarifying information and focusing attention on text.
- Self-questioning is a useful strategy for readers who can decode words but do not understand or remember what they read because it encourages them to become active in their learning.
- Young learners often lack cognitive maturity and don't have enough prior knowledge about a text's subject to ask appropriate questions.
- Asking schema questions regarding structural elements and generating questions specific to content are two basic kinds of self-questioning.
- Using the Self-Questioning Strategy, students create questions, predict answers, and then look for answers to the questions as they read.
- Researchers have found that imagery may play an important role in making stories come to life for the reader.
- Some researchers have found that students have a natural tendency to image whether they are instructed to image or prompted to use those images in recalls.
- Studies have indicated that imagery can be taught as a strategy to enhance comprehension.
- The Visual Imagery Strategy gives students a step-by-step approach to create visual images to enhance their reading comprehension.
- Students with reading disabilities may be able to visualize but may not necessarily be able to use imagery at particular times to help themselves with reading comprehension.
- Using several ingredients in an approach can be powerful because students have to learn to combine strategies to be effective readers.
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