Abstract Teaching students to generate questions to monitor their reading comprehension is an evidence-based practice demonstrated to be effective across grade levels for students with and without disabilities. As self-questioning is a complex skill, many students can benefit from additional instructional supports, especially when they are first learning how to self-question. One such support is systematic prompt fading, an evidence-based practice in which instructional prompts are gradually faded until the student can perform the skill independently. This study used systematic prompt fading to teach fourth graders a self-questioning strategy to improve their reading comprehension. A multiple probe across participants design demonstrated improved comprehension quiz scores for fourth graders who engaged in self-questioning while reading expository passages. In addition, all participants demonstrated at least some generalization to higher-level content area textbooks.

中文翻译：

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使用系统的快速淡入淡出进行自我提问：对四年级学生阅读理解的影响

摘要教导学生提出问题以监控他们的阅读理解力是一项循证实践，证明它对各个年级的残疾学生和非残疾学生均有效。由于自我提问是一项复杂的技能，许多学生可以从额外的教学支持中受益，尤其是当他们第一次学习如何自我提问时。一种这样的支持是系统的提示淡入淡出，这是一种基于证据的练习，其中提示逐渐消失，直到学生可以独立执行该技能。这项研究使用系统的快速淡入淡出功能，教四年级学生一种自我提问的策略，以提高他们的阅读理解能力。跨参与者设计的多次调查表明，四年级学生在阅读说明文章时进行自我提问时，其理解测验得分有所提高。此外，所有参与者都至少对高级内容区域教科书进行了一些概括。