Effects of Video-Based Peer Modeling on the Question Asking and Text Comprehension of Struggling Adolescent Readers

Good readers ask questions during reading, and this is presumed to improve their text comprehension. But what about not-so-good readers? Does question asking promote comprehension for struggling readers and, if so, how can we best support these students? This paper examines question generation among low-performing sixth-graders who read moderately-challenging science texts. It characterizes the nature of students’ questions and describes the effects of a video-based peer modeling intervention on their question asking and reading comprehension. In contrast to previous research, this study found that students asked a large number of deep reasoning questions, particularly those related to identifying goals, processes, causes, and consequences. However, such questions were not generally associated with greater understanding. Only two types of deep reasoning questions were related to text comprehension—those that were not answered in the text (directly or indirectly) and those that students labeled as “I’m Confused” questions. The study also found that readers who were exposed to video-based peer modeling of question generation asked more of these types of questions and scored significantly higher on multiple measures of text comprehension. These findings have implications for the design of systems to support struggling readers and for theory-building about question generation.