Learning Disabilities Research & Practice, 29(3), 117–125 C  2014 The Division for Learning Disabilities of the Council for Exceptional Children Using Prompt Fading to Teach Self-Questioning to Fifth Graders with LD: Effects on Reading Comprehension Christina A. Rouse and Sheila R. Alber-Morgan The Ohio State University Jennifer M. Cullen Ball State University Mary Sawyer The Ohio State University Students with LD who struggle with reading comprehension can benefit from instruction on how to read strategically. One strategy that has been demonstrated to increase reading compre- hension is self-questioning. In this study, two fifth graders with LD were taught to self-generate questions using a prompt fading procedure. The participants were provided with expository reading passages with embedded questions. As each participant demonstrated proficiency with answering the embedded questions correctly, the embedded questions were systematically faded and replaced with a prompt for the students to generate their own questions. A mul- tiple baseline across participants design demonstrated that the self-questioning intervention resulted in improvements in reading comprehension for both students. Additionally, the stu- dents demonstrated evidence of maintenance and generalization of reading comprehension outcomes. Deficits in reading comprehension are often the result of poor decoding skills. However, even students with learn- ing disabilities who have proficient decoding skills may still struggle with comprehension because they fail to read strate- gically (Gajria, Jitendra, Sood, & Sacks, 2007). Strategic readers are able to identify and recall important information, use their background knowledge to make inferences, moni- tor their understanding of the text, and use repair strategies, such as text look-backs, when they fail to comprehend (Gajria et al., 2007). One way to help students read more strategi- cally is to teach them how to self-question. Self-questioning requires readers to monitor their own comprehension by ask- ing themselves a series of self-generated or teacher-provided questions before, during, and after reading a passage. Self- questioning has been demonstrated to be effective for improv- ing reading comprehension across a wide range of learners with and without disabilities (e.g., National Reading Panel, 2000; Rosenshine, Meister, & Chapman, 1996; Solis, 2012; Wong, 1985). Self-Questioning Strategy Early reviews of the self-questioning literature by Wong (1985) and Rosenshine et al. (1996) provided strong evi- dence that teaching self-questioning was an effective inter- vention for improving reading comprehension for elementary Requests for reprints should be sent to S. R. Alber-Morgan, The Ohio State University. Electronic inquiries should be sent to Morgan.651@ osu.edu. through college students. However, very few of the studies reviewed included participants with disabilities. Of the 27 studies reviewed by Wong between 1965 and 1982, only three studies included participants with disabilities. Simi- larly, of the 26 studies reviewed by Rosenshine et al. be- tween 1976 and 1992, only two studies included partic- ipants with disabilities. More recently, a literature review by Joseph, Alber-Morgan, Cullen, and Rouse (in press) ex- amined 35 self-questioning research studies published be- tween 1990 and 2012. In this review, 18 of the studies were conducted with children with disabilities (i.e., learning dis- abilities, ADHD, emotional behavior disorders, autism). The findings of Joseph et al. support previous research that us- ing self-questioning strategies improves reading comprehen- sion for a range of students in grades 2–12 and extends those findings to children with disabilities. For example, self- questioning strategies have been demonstrated to be effective for high school seniors with learning disabilities and ADHD reading narrative text (Crabtree, Alber-Morgan, & Konrad, 2010); middle school students with learning disabilities and behavior disorders reading expository and narrative texts (Jitendra, Hoppes, & Xin, 2000); and elementary students with ADHD reading expository science passages (Hedin, Mason, & Gaffney, 2011). Teacher-Generated Questions and Student-Generated Questions Self-questioning research has examined the effects of in- terventions in which the questions were either provided