Reading comprehension expectations in content areas have increased for students during the past decade. Many secondary students, including students with learning disabilities, improve their reading proficiency of grade-level text when they receive explicit instruction. The authors propose a self-questioning strategy routine designed to enhance secondary students’ comprehension of expository text and to increase student engagement in content classes. The routine includes explicit, teacher-directed instruction and incorporates before-, during-, and after-reading activities using modeling and guided practice. A scenario of a secondary teacher implementing the proposed self-questioning strategy routine in a social studies course is presented.

在过去的十年中，学生对内容领域的阅读理解期望有所提高。许多中学学生，包括有学习障碍的学生，在接受明确的指导时会提高其年级水平课文的阅读能力。作者提出了一个自我提问策略例程，旨在增强中学生对说明文字的理解，并提高学生对内容课程的参与度。该例程包括明确的，由老师指导的指导，并结合使用建模和指导实践的阅读前，阅读中和阅读后活动。提出了一个中学教师在社会研究课程中实施拟议的自我提问策略例程的方案。