Self-Questioning and Prediction: Combining Metacognitive Strategies.

"Using a strategy helps me in social studies to find important facts in the paragraph." "I'm more in charge of what I'm doing when I use a strategy during reading." These encouraging comments were made by middle school students reading below grade level, after they had been taught to use a metacognitive strategy during reading. Comprehension difficulties are often related to readers' failure to participate actively in the reading process. Teaching students to become more strategic when they read increases their understanding of important textual information, as well as their motivation. The study described here looked at the effectiveness of combining two cognitive strategies, selfquestioning and prediction. Previous research on strategy use and reading comprehension has focused on the effects of a single technique. However, relatively little research has investigated the efficacy of combining two cognitive strategies in a single intervention. Results indicated that students who used self-

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