| This study evaluated the effectiveness of a self-questioning strategy for increasing the reading comprehension of college students. Fifty-seven college students participated in an experimental group receiving training and sixty-three in a control group. Pre- and posttests of reading comprehension and measures of mastery and application were administered. Analysis of variance was used to test the hypotheses. The null hypotheses relating to (1) treatment, (2) interaction of treatment and verbal ability, (3) mastery, and (4) application were not rejected at the .05 level of significance. The null hypothesis relating to verbal ability was rejected.; Based on the results of the study it was concluded that: (1) the self-questioning strategy was not effective in increasing the reading comprehension level of college students, (2) no significant interaction exists between self-questioning and verbal ability level, and (3) control and experimental low verbal ability students show a significant increase in comprehension between pre- and posttests when compared to average or high verbal ability students. |
