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The Effects of Technologically Mediated Self-Questioning Instruction on Comprehension of Students with Reading Fluency Deficit

Year: 2025

Type: article

Abstract: Comprehension is a critical skill for academic success, yet many elementary students, particularly those with reading fluency deficits, struggle to construct meaning from text.While text-to-speech (TTS) technology is commonly used to support fluency by reducing decoding demands, it does not inherently improve comprehension.Research suggests that explicit comprehension strategies, such as selfquestioning (SQ), can help students actively engage with text and monitor their understanding.However, limited research has examined the effects of SQ instruction in conjunction with TTS or its potential for generalization to math word problems.This study investigated the effects of technologically mediated SQ instruction on the listening comprehension skills of three elementary school students with reading fluency deficits.Findings highlight the importance of pairing TTS with structured comprehension strategies like SQ.

Source: International Journal of Technology and Inclusive Education

DOI: 10.20533/ijtie.2047.0533.2025.0255

Authors: Tolulope O. Sulaimon, Sheila R. Alber-Morgan, Moira Konrad, Angela Harris

Institutions: University of North Carolina at Greensboro, The Ohio State University, Appalachian State University

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

OpenAlex ID: W4412755293

FWCI:

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