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

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.