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The Self-Questioning Strategy

The Self-Questioning Strategy helps students create their own motivation for reading. Students create questions in their minds, predict the answers to those questions, search for the answers to those questions as they read, and paraphrase the answers to themselves.

In research studies, students showed average gains of 40 percentage points in reading comprehension of grade-level materials after they learned the strategy.

Self Questioning Strategy Research

Author(s): Jean B. Schumaker, Donald D. Deshler, Susan M. Nolan, and Gordon R. Alley

Publication Info: University of Kansas, 1994

There are multiple products associated with this strategy. The manual is available through the KUCRL Shop.  Other materials are published by Edge Enterprises, Inc.  Professional development is recommended, see the SIM Event list for sessions.

Research Articles

  • Clark, F.L., Deshler, D.D., Schumaker, J.B., Alley, G.R., & Warner, M.M. (1984). Visual imagery and self-questioning: Strategies to improve comprehension of written material. Journal of Learning Disabilities, 17(3), 145-149. Two learning strategies, Visual Imagery and Self-Questioning, designed to increase reading comprehension were taught to six students with learning disabilities using a multiple baseline across strategies design on several outcome measures.
  • Schumaker, J.B., Deshler, D.D., Woodruff, S.K., Hock, M.F., Bulgren, J.A., & Lenz, B.K. (2006). Reading strategy interventions: Can literacy outcomes be enhanced for at-risk adolescents? Teaching Exceptional Children, 38(3), 64-68. In two studies, students who learned reading strategies outperformed students who did not.