The purpose of this study was to determine the effect of method of questioning and placement of questions on the comprehension of silently read materials by students with learning disabilities. Adjunct questioning, oral recitation questioning methods, and middle / end and end-only placement of questions were examined. Analysis of the data indicated a significant effect of method and a significant interaction between level and focus of questions. These results are discussed in terms of their potential implications for instructional programming for students with learning disabilities.
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