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• W2008814877 abstract "Abstract The purpose of this study was to compare the effects of different types of questioning interventions on students' reading comprehension. Fourth-grade students ( n  = 246) were identified as struggling, average, or good readers and assigned randomly within school to one of three questioning interventions: two inferential conditions (Causal or General) or one literal condition (“Who, What, Where, When” or W-questioning). Teachers delivered the interventions for 20–30 min, 2–4 times per week, for 8–10 weeks. All readers made reliable pre- to posttest comprehension gains as measured by story recall ( p s  d  = .86) whereas paraphrasers benefited more than elaborators from General questioning ( d  = 1.46). These findings suggest that identifying subgroups is important in developing and evaluating the effectiveness of reading comprehension interventions." @default.
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• W2008814877 date "2012-02-01" @default.
• W2008814877 modified "2023-09-30" @default.
• W2008814877 title "Making the right connections: Differential effects of reading intervention for subgroups of comprehenders" @default.
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• W2008814877 doi "https://doi.org/10.1016/j.lindif.2011.11.017" @default.
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