Abstract
The purpose of this study was to determine the effect of using Nonfiction Signs and Signposts questioning strategy had on comprehension with a fifth grade intervention group focusing on inferential nonfiction texts. The measurement tool used was data collection of student performance on two different nonfiction inferential texts and a survey composed of student responses of the study. When students used the questioning strategy they were more engaged. Students also showed an increase in their scores when answering inference questions using the Notice and Note strategy. Therefore, the effect of using the questioning strategy to help with comprehension of a text was connected to students proficiency. Research in the area of the Notice and Note questioning strategies affecting comprehension should continue to be reviewed and implemented in future studies then applied to determine how effective it can be in inferential comprehension.
The purpose of this study was to determine the effect of using Nonfiction Signs and Signposts questioning strategy had on comprehension with a fifth grade intervention group focusing on inferential nonfiction texts. The measurement tool used was data collection of student performance on two different nonfiction inferential texts and a survey composed of student responses of the study. When students used the questioning strategy they were more engaged. Students also showed an increase in their scores when answering inference questions using the Notice and Note strategy. Therefore, the effect of using the questioning strategy to help with comprehension of a text was connected to students proficiency. Research in the area of the Notice and Note questioning strategies affecting comprehension should continue to be reviewed and implemented in future studies then applied to determine how effective it can be in inferential comprehension.