The Effect of Pre-Reading Questioning on Reading Comprehension over time

This study attempted to examine the effect of pre-reading questioning strategy on learners' reading comprehension. For this purpose, twenty three high school female students were selected as the prereading questioning group, after they were homogenized by a pre-test including six reading comprehension texts selected from the University Entrance Exam. Then, eight reading comprehension texts of the students' textbook were used as the treatment material. The pre-reading questioning group was taught how to make questions about the texts. After the treatment, two different posttests were administered to the group at three time intervals. The first posttest, administered twice, included six texts selected from the University Entrance Exam and the second one administered the last time included six texts selected from the Preliminary English Test (PET). The data was analyzed through one-way repeated measures ANOVA to see the differences of within group, if any. The results showed that pre-reading questioning strategy was effective on improving participants' reading comprehension ability.

Keywords:

reading comprehension , pre-reading questioning , metacognitive strategies