Chapter 11 HighLeverage Practice 6 SelfVerbalizationSelfQuestioning SelfQuestioning What

Chapter 11: High-Leverage Practice 6: Self-Verbalization/Self-Questioning

Self-Questioning • What is it? • A process in which students ask and answer questions while reading • Improves active processing of text and comprehension • Good Readers • Before reading – consider background information, predict text using headings and illustrations • During reading – monitor, use “fix-up” strategies, use context clues, identify main ideas, use knowledge of text structure to comprehend • After reading – summarize, reflect, and draw inferences • Poor Readers begin reading by jumping right in

Self-Questioning • Can serve a variety of purposes (i. e. , before, during, and after reading) • Can be incorporated into other comprehension strategies • Collaborative Strategic Reading (CSR) is one example • Considerations while teaching self-questioning • Type of text • Student skill • Generic questions • Question stems

Self-Questioning • Teaching Procedure • Explicitly state importance of strategy and use clearning objectives • Follow specific sequence for teaching that includes explicit modeling as well as guided and independent practice • “Think aloud” during instruction • Monitor student progress and provide explicit corrective feedback to students that includes appropriate attributions • Teach for generalization

Helping Students Become Independent Learners • Four strategies • Self-monitoring • Self-instruction • Goal-setting • Self-reinforcement

Helping Students Become Independent Learners • Self-monitoring • Teaches students to self-assess behavior and record results • Increases or decreases frequency, intensity, or duration of existing behavior • Steps • Select behavior to self-monitor • Collect baseline data • Obtain willing cooperation • Teach procedures • Monitor independent performance

Helping Students Become Independent Learners • Self-Instruction • Uses language to self-regulate behavior • Involves use of self-induced statements to direct or control behavior • Steps • Discuss importance of what we say to ourselves • Develop appropriate self-statements • Model and discuss how and when to use self-statements • Practice use of self-statements

Helping Students Become Independent Learners • Goal-Setting • Teachers guide students to establish achievable goals to reach desired results • Offers structure by specifying target goal • Provides feedback and motivates performance • Steps • Choose an appropriate goal • Determine a timeline • Establish progress monitoring

Helping Students Become Independent Learners • Self-Reinforcement • Selecting reinforcer and rewarding self for reaching or exceeding criterion • Produces substantial improvement in performance • Steps • Set goal for receiving rewards • Select reinforcer • Determine student evaluation procedures • Administer reinforcer