1. The Self-Questioning Strategy
The Learning Strategy Series
2006
The University of Kansas
Center for Research on Learning
Lawrence, Kansas
University of Kansas Center for Research on Learning 2002

2. Pertinent Setting Demand
Students need to read and understand written information and remember the information.
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University of Kansas Center for Research on Learning 2002

3. Purpose of this Strategy
To activate students' minds as they read.
To give students a purpose as they read.
To enable students to talk to themselves about what they read.
To enable students to monitor their reading comprehension.
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4. Learning Strategies Curriculum
Acquisition
Word Identification
Paraphrasing
Fundamentals of Paraphrasing & Summarizing
Self-Questioning
Visual Imagery
Word Mapping
Inference
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5. Learning Strategies Curriculum
Storage
First-Letter Mnemonic
Paired Associates
Listening and Note-Taking
LINCS
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6. Learning Strategies Curriculum
Expression and Demonstration of Competence
Sentences
Paragraphs
Error Monitoring
Themes
Assignment Completion
Test Taking
Essay Test-Taking
InSPECT
EDIT
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7. Rationales Behind the Self-Questioning Strategy
Students often passively read class materials and gain little knowledge from them. Use of this strategy activates their minds.
Students are more likely to continue reading if they have a purpose for their reading. Use of this strategy enables students to ask questions and make predictions to create that purpose.
University of Kansas Center for Research on Learning 2014

8. Rationales Behind the Self-Questioning Strategy
Students remember new information better if they connect it to old information. Use of this strategy enables them to make connections between new information and what they already know.
Students remember new information better if they translate it into their own words. Use of this strategy enables students to talk to themselves about the information.
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9. Philosophical Underpinnings of the Strategic Instruction Model
Most low-achieving students can learn to function independently in mainstream settings.
The role of the support-class teacher is to teach low-achieving students strategies that will enable them to be independent learners and performers.
The role of the content teacher is to deliver subject-matter information in a manner that can be understood and remembered by low-achieving students.
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10. Self-Questioning Strategy Results*
* From 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),
48%
89%
86%
35%
Before
Instruction
After
Grade-
Level
Materials
Ability-
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11. The Challenge PERCENTAGE CORRECT * SCHOOL DAYS
VISUAL IMAGERY
SELF QUESTIONING
100 75 50 25 4 3 1
BASE-
LINE
TRAINING
POST TEST 80 60 40 20
VISUAL IMAGERY KEY
A.L.
G.L.
Without V.I. Prompt
With V.I. Prompt
QUESTIONING KEY
Ability Level Materials
Grade Level Materials
Average No. Questions
Asked per probe *
Ave. No. Questions
Percentage Correct 2
The Challenge
* From 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),
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12. Self-Questioning Strategy Steps
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13. Anatomy of the Self-Questioning Strategy
This step cues the
reader to begin the
reading process and look
for words that trigger
wondering. (A
discrimination strategy)
This step cues the reader
to look for the answers to
the questions.
(A discrimination strategy)
This step cues the reader to
transform the answers into
her own words. (A
paraphrasing strategy)
state one or more questions.
(A self-questioning
strategy)
reader to predict answers
to those questions.
(A prediction strategy)
Only a few steps
are used.
Each step begins with a
verb that activates the
learner's response.
The strategy
steps are
task-specific
(reading), not
situation or
content-specific.
The first letters spell
the mnemonic words
"Ask it"; the meaning
of which are related
to asking questions.
The student can use the
steps to instruct self
through the process. A
ttend to clues S
ay some questions K
eep predictions in mind I
dentify the answers T
alk about the answers
The wording of steps
is simple and brief.
The Challenge
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14. Selecting Students for the Self-Questioning Strategy
Listening Mode
Students must have sufficient listening vocabulary to know the meaning of spoken sentence.
* Reading Mode
Students must be able to decode words and know the meaning of words in a sentence.
* Required for independent use of the strategy
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15. The Self-Questioning Strategy Instructor's Manual
Introduction
Instructional Methods
Appendix A: Evaluation Guidelines
Appendix B: Instructional Materials
Appendix C: Suggested Materials
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16. The Self-Questioning Strategy Instructor's Manual
Instructional Methods
Stage 1: Pretest and Make Commitments
Stage 2: Describe
Stage 3: Model
Stage 4: Verbal Practice
Stage 5: Controlled Practice & Feedback
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17. The Self-Questioning Strategy Instructor's Manual
Instructional Methods (cont.)
Stage 6: Advanced Practice & Feedback
Stage 7: Posttest and Make Commitments
Stage 8: Generalization
Phase 1: Orientation
Phase 2: Activation
Phase 3: Adaptation
Phase 4: Maintenance
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18. Instructional Stage Organization
What your goal is
What you need
How to prepare
How much time to allow
What to do
What to require for mastery
Where to go from here
How to trouble-shoot
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19. Student Folder Contents
Front Cover: Progress Chart
Assignment Sheet
Back Cover: Envelope
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20. Student Folder Contents
Contents: Pretest
Cue Cards
Controlled Practice
Advance Practice
Posttest
Generalization
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21. Success Formula for Reading
SELF-QUESTIONING
STRATEGY +
EFFORT =
SUCCESS
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22. The Challenge Janice EXAMPLE SELF-QUESTIONING PROGRESS CHART
Ap. 1
Ap. 2
Ap. 7
Ap. 11
Ap. 14
May 1
EXAMPLE SELF-QUESTIONING PROGRESS CHART
Student's Name:
Goal Date:
Date Completed:
Percentage Score
100 90 80 70 60 50 40 30 20 10
Maint.
Probes 1 2 3 4 5 6 7 8 9
GOAL-SETTING SECTION
Post-
test
Pre-
Controlled Practice
Attempts
Advanced Practice MC
Stage 3
Stage 4
Stage 5
Stage 6
Stage 7
Stage 8
Key:
Self-Questioning Percentage
Comprehension Percentage
MSQ
MSQ = Mastery Level for Self-Questioning
MC = Mastery Level for Comprehension
= 80%
The Challenge
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23. The Challenge SELF-QUESTIONING STRATEGY MANAGEMENT CHART
Verbal
Practice
Model
Describe
Pretest
Student Names 1
Maintenance Probes 2 3 4 5
Controlled
Advanced
Posttest
Generalization
Orientation
Activation
Adaptation
The Challenge
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24. Self-Questioning Strategy Steps
Step 1: Attend to clues as you read
Step 2: Say some questions
Step 3: Keep predictions in mind
Step 4: Identify the answers
Step 5: Talk about the answers
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25. What Do You Wonder? Titles Pictures "Mountain Madness"
"Partners in Grime"
"Miracle at Midnight"
"Invisible Again”
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26. Attend to Clues The pilgrims had tough lives.
Our national anthem is The Star-Spangled Banner.
The boy wandered aimlessly among the trees.
Kathy's mother sent her to the store.
Two new toys have become available for teenagers.
The mission ran into a major problem.
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27. Seven Types of Questions
Who Why
What Which
When How
Where H
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28. Example Questions Who What Who will solve the mystery?
Who is coming to visit?
Who burned the books?
Who started the rumor?
What
What is this about?
What kind of animal made that footprint?
What is the girl's name?
What will happen next?
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29. Example Questions When Where When will the package be found?
When will the boy become visible again?
When will she get some help?
When did the pilgrims first meet the Indians?
Where
Where are the jewels hidden?
Where will they go next?
Where did he go when he disappeared?
Where are Sarah's friends?
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30. Example Questions Why Which Why did they do this?
Why did the coach kick her off the team?
Why is the flower blooming at night?
Why are the scarecrows moving?
Which
Which way did she go?
Which game will they win?
Which dog survived?
Which name did he choose?
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31. Example Questions How How will they solve this problem?
How many steps are there?
How are they going to work it out?
How much time is left?
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32. Example Questions & Predictions
Q: What does the man look like?
P: He is tall, with brown hair and a mustache.
Q: When will the boy be found?
P: In three days.
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33. Example Questions & Predictions
Q: Where is the dog hiding?
P: In the woods.
Q: Why didn't she show up?
P: She had homework to do.
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34. Identifying and Talking about Answers
Q: What does Rebecca look like?
P: She has long black hair and dark eyes.
Rebecca looked very much like her mother. She had long, curly blond hair and blue eyes. She was short but very slim and trim. She looked like an athlete.
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35. Identifying and Talking about Answers
Q: Why did Tim hide his art work?
P: He wants to give it to his mother as a gift.
Tim was happy that his mother did not see his picture. He knew that she would be upset if he was drawing when he was supposed to be doing his homework.
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36. Identifying and Talking about Answers
Q: Which choice will Ryan make: Will he quit the team or stay on it?
P: He'll quit the team.
Ryan took a long walk. As he walked, he thought about his options. If he stayed on the team, he knew he'd be sitting on the bench during games. He thought about how he might learn new skills if he kept going to practice. He also thought about how much fun practices were. He decided to stay on the team.
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37. Attend to Clues Identify the Say some Talk about the Keep predictions
SELF-QUESTIONING STRATEGY STEP SEQUENCE
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Attend to Clues
as you read
Say some
questions
Keep predictions
in mind
Talk about the
answers
Identify the
and
The Challenge
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38. Requirements for Questions, Predictions, and Answers
Use complete statements
Subject
Verb
Use accurate statements
Include new information
Make sense
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39. Self-Questioning Verbal Practice Checklist
Student's Name:
Self-Questioning Verbal Practice Checklist
Attempts
Describe Strategy
In own words:
Strategy Steps:
Attend to clues
Say some questions
Keep predictions in
mind
Identify the answer
Talk about the
answer
Questions:
Percent Correct
Date 3 1 2 4 5 6 %
The Challenge
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40. Three Types of Practice
Guided Practice
Group Practice
Cooperative practice
Small group practice
Individual Practice*
*Required for mastery
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41. The Challenge SELF-QUESTIONING GROUP SCORE SHEET
Name
SELF-QUESTIONING GROUP SCORE SHEET
Student 1
Student 2
Student 3
Student 4
Student 5
Date: 1 2 3 4
Percentage of
points earned:
Student 5
(Mastery = 80%)
Totals
SCORES
FEEDBACK %
Not accurate/
relevant
Not complete
thought
Repetitive
Doesn't make
sense
Not a question
Already answered/
covered
Not related to a
question
Answers
Predictions
Questions
The Challenge
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42. The Challenge ASSIGNMENT SHEET SELF-QUESTIONING
Name:
Controlled Practice
Advanced Practice
Generalization
Date
Assigned
Reading Selection
Place
Comments
The Challenge
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43. The Challenge WRITTEN WORKSHEET Self-Questioning Strategy Questions
Answers
Predictions
Name:
Date:
Passage:
Dot
No. 1. 2. 3. 4. 5. 6. 7. 8.
The Challenge
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44. The Challenge SELF-QUESTIONING INDIVIDUAL SCORE SHEET1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Not accurate/
relevant
Repetitive
Doesn't make
sense
Not a question
Already answered/
covered
Not related to a
question
Date:
STUDENT NAME:
Calculating the score:
Totals =
X 100 =
(Mastery = 80%)
Answers
Predictions
Questions
SCORES
FEEDBACK
Total Boxes Filled
Number of Points %
Not complete
thought
Pretest/
Posttest:
Cont. Practice:
Adv. Practice:
Gen:
Tally of
Question
Types
Who
What
Where
When
Why
Which
How
Other
Mastery Minimums:
5 Questions
3 Question types
3 Predictions
2 Answers
The Challenge
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45. Providing Corrective Feedback
Factors that Make for Good Feedback:
1. Positive
At least 3 positive remarks are made
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46. Providing Corrective Feedback
Factors that Make for Good Feedback:
2. Corrective
A. Specify a category of errors
B. Specify what the student should do
C. Provide a model
D. Have the student practice
E. Have the student paraphrase the feedback
F. Have the student write a goal
G. Repeat corrective steps A-F for each category or errors made
H. Communicate your positive expectation to the student
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47. Providing Corrective Feedback
Factors that Make for Good Feedback:
3. Individual
4. Immediate
After last performance
Immediately before the next
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48. Generalization Stage Orientation Activation Adaptation Maintenance
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49. Generalization: Orientation
Orientation Phase
Goals:
Student awareness of necessity of application
Student awareness of when & where
Student preparation of cue & affirmation cards
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50. Generalization: Orientation
Orientation Phase
Procedure:
Advance organizer
Review previous lesson
State lesson purpose
State expectations
Discuss rationales
Review success formula
Discuss strategy usage situations
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51. Generalization: Orientation
Orientation Phase
Procedure (cont.):
Discuss strategy flexibility
Discuss current course books
Discuss using a combination of strategies
Have students make cue & affirmation cards
Discuss "toolbox" & "knowledge" analogies
Post organizer
Review lesson
Preview next lesson
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52. Affirmations Using Self-Questioning helps me be a great reader.
Using Self-Questioning helps me remember new information.
Using Self-Questioning helps me understand what I read.
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53. Affirmations I am a good reader when I use the strategies I know.
I am a strategic learner.
I am growing as a learner every day as I learn how to use strategies better and better.
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54. Affirmations
I can reach my goal as a learner when I use the Self-Questioning Strategy.
(My goal is: )
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55. Building A Knowledge Base
The Challenge
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56. Generalization: Activation
Activation Phase
Goals:
Ensure students use the strategy
Build student self-confidence
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57. Generalization: Activation
Activation Phase
Procedure:
Advance organizer
Review previous lesson
State lesson purpose
State expectations
Have students reflect on strategy usage
Set goals
Explain how to use strategy report forms
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58. Generalization: Activation
Activation Phase
Procedure (cont.):
Introduce assignments
Give assignments
Adjust goal dates
Give oral quizzes
Prompt student self-monitored feedback
Give additional assignments
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59. Generalization: Activation
Activation Phase
Procedure (cont.):
Record progress & adjust goals
Troubleshoot
Post organizer
Review lesson
Preview next lesson
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60. Report of Strategy Use Form
Generalization
Report of Strategy Use Form
Name Date
Strategy Used
Place the strategy was used
Assignment the strategy was used to complete
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61. Generalization: Adaptation
Adaptation Phase
Goals:
Ensure student awareness of cognitive strategies imbedded in Self-Questioning
Ensure student awareness of strategy adaptability
Give the students practice in strategy adaptation
Build student self-confidence
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62. Generalization: Adaptation
Adaptation Phase
Procedure:
Advance organizer
Review previous lesson
State lesson purpose
State expectations
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63. Generalization: Adaptation
Adaptation Phase
Procedure (cont.):
Review "ASK IT" steps
Discuss cognitive features of "ASK IT"
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64. Generalization: Adaptation
Adaptation Phase
Procedure (cont.):
Have the students practice using adaptations
Ensure activation of adaptations in other settings
Provide feedback
Post organizer
Troubleshoot
Review lesson
Preview next lesson
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65. Generalization: Maintenance
Maintenance Phase
Goals:
Ensure students don't forget the strategy
Ensure students continue to use the strategy over time
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66. Generalization: Maintenance
Maintenance Phase
Procedure:
Advance organizer
Review previous lesson
State lesson purpose
Discuss rationales
State expectations
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67. Generalization: Maintenance
Maintenance Phase
Procedure (cont.):
Review current usage of strategy & barriers
Plan a maintenance program
Review the strategy & requirements
Distribute materials & provide instructions
Monitor the student's performance
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68. Generalization: Maintenance
Maintenance Phase
Procedure (cont.):
Collect materials
Evaluate the student's performance
Provide feedback
Post organizer
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69. Specific Scoring Guidelines
Questions:
Score 1 point in the "Questions" Column if:
A question is stated;
The question is relevant to the part of passage just read; and
The question has not already been answered in the passage.
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70. Specific Scoring Guidelines
Predictions:
Score 1 point in the "Predictions" Column if:
A prediction is stated;
The prediction is related to the part of passage just read;
The prediction is related to the question just asked;
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71. Specific Scoring Guidelines
Predictions (cont.):
Score 1 point in the "Predictions" Column if:
The prediction is a plausible answer to the question; and
The prediction contains information not in the passage thus far.
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72. Specific Scoring Guidelines
Answers:
Score 1 point in the "Answers" Column if:
A statement is made that answers a previously stated question; and
The answer is relevant to the information in the passage and is accurate.
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73. General Scoring Guidelines
To get full credit for questions, predictions, and answers, the student's response must:
Contain complete thoughts;
Contain entirely accurate information;
Contain new information for which credit has not already been given; and
Make sense.
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74. The Challenge SELF-QUESTIONING GROUP SCORE SHEET
April 3
Janice
Robert
Tim
Chris
James 1 5 4 6 9
100 56 66
Name
SELF-QUESTIONING GROUP SCORE SHEET
Student 1
Student 2
Student 3
Student 4
Student 5
Date: 1 2 3 4
Percentage of
points earned:
Student 5
(Mastery = 80%)
Totals
SCORES
FEEDBACK %
Not accurate/
relevant
Not complete
thought
Repetitive
Doesn't make
sense
Not a question
Already answered/
covered
Not related to a
question
Answers
Predictions
Questions
The Challenge
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75. Mastery Minimums 80% of Self-Questioning Points
80% of Comprehension Points
5 Questions
3 Types
3 Predictions
2 Answers
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76. Student Response Sample
Title
Question: "What is a chocolate moose?"
Prediction: "I think this story is about a big chocolate moose, like the big chocolate rabbits you get at Easter."
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77. Student Response Sample
First Section
Answer: "Oh oh this is about real moose, not about candy."
Question: "I'm wondering where do moose live."
Prediction: I think they live where the weather is cold."
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78. Student Response Sample
Second Section
Answer: "They live in the mountains in the northwestern United States and in Canada."
Question: "Why can they live there?"
Prediction: "I think they can live there because they have large bodies that keep them warm."
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79. Student Response Sample
Third Section
Question: "I wonder what moose eat that helps them get so big."
Prediction: "I bet they eat small animals."
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80. Student Response Sample
Fourth Section
Question: "Why do moose have antlers?"
Prediction: "Maybe fighting."
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81. Student Response Sample
Fifth Section
Prediction: "Maybe they use their antlers to kill their food."
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82. Student Response Sample
Sixth Section
Answer: "This says that they use their antlers to protect themselves."
Question: "I still wonder if they use their antlers to kill their food."
Prediction: "I think they do kill their food with their antlers.”
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83. Student Response Sample
Seventh Section
Prediction: "I think they have big families."
Answer: "This says they use their antlers to cool their bodies."
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84. Student Response Sample
Eighth Section
Answer: "Moose are vegetarians."
Question: "What kind of plants do they eat?"
Prediction: "I think they eat bushes."
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85. Student Response Sample
Ninth Section
Answer: "They eat plants that grow under the water."
Question: "How do they get those plants?"
Prediction: "I think moose grab the plants with their feet."
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86. Student Response Sample
Tenth Section
Answer: "They do grab the plants with their feet."
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87. The Challenge SELF-QUESTIONING INDIVIDUAL SCORE SHEET1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Not accurate/
relevant
Repetitive
Doesn't make
sense
Not a question
Already answered/
covered
Not related to a
question
Date:
STUDENT NAME:
Calculating the score:
Totals =
X 100 =
(Mastery = 80%)
Answers
Predictions
Questions
SCORES
FEEDBACK
Total Boxes Filled
Number of Points %
Not complete
thought
Pretest/
Posttest:
Cont. Practice:
Adv. Practice:
Gen:
Tally of
Question
Types
Who
What
Where
When
Why
Which
How
Other
Mastery Minimums:
5 Questions
3 Question types
3 Predictions
2 Answers
The Challenge
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University of Kansas Center for Research on Learning 2002