Students in the middle grades are expected to read complex texts to acquire content knowledge, particularly in social studies/history and science. Most students with disabilities are included in social studies/history and science classes yet read below grade level, requiring significant support with accessing text knowledge. Question generation is one high‐impact, evidence‐based practice that content area teachers can use to support students as they read complex text. This practice has been studied in rigorous research studies, and findings suggest that students’ reading comprehension increases when they apply the practice while reading. The authors provide an overview of question generation, including explanations of each step in the instructional process, so content area teachers can integrate this reading comprehension practice into their instruction.

中文翻译：

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利用问题生成来提高中学生的阅读理解能力

期望中年级的学生阅读复杂的课文以获得内容知识，尤其是在社会研究/历史和科学领域。大多数残疾学生都被纳入社会研究/历史和科学课程，但读到低于年级水平，因此需要大量的支持来获取文本知识。问题生成是一种高影响力的，循证的实践，内容区域教师可以在阅读复杂文本时使用它来支持学生。在严格的研究中已经研究了这种做法，研究结果表明，学生在阅读时应用该练习会提高阅读理解力。作者概述了问题的产生，包括对教学过程中每个步骤的解释，