Research
1. Maniotes, L. K. (2019). Getting to great questions for inquiry and research. Teacher Librarian, 46(3), 17–20. Retrieved from: https://www.gale.com
Summary: This article provides an overview on how to use Guided Inquiry Design as a means to increase students' capacity to comprehend a text. However, Guided Inquiry Design is more often used as a road map to conduct research. Additional online resources are embedded in the article to provide further support.
2. Joseph, L. M., & Ross, K. M. (2018). Teaching middle school students with learning disabilities to comprehend text using self-questioning. Intervention in School and Clinic, 53(5), 276–282. doi: 10.1177/1053451217736866
Summary: Self-questioning before, during, and after reading a text is an important process for all students, but especially for middle school students with learning disabilities. In this article, self-questioning is presented as an effective, evidence-based instructional strategy that requires scaffolding. The reader will learn more about instructional scaffolding that promotes middle school students with learning disabilities generating their own questions before, during, and after reading. A discussion of how to monitor the students' progress in reading comprehension is included.