The Role of Prompt Fading in Teaching Self-Questioning for Improved Text Comprehension: Evidence from a Single-Case Study

Abstract

The present study examines the effectiveness of prompt fading in teaching self-questioning strategies to enhance reading comprehension among upper elementary students with learning disabilities. Grounded in the Gradual Release of Responsibility Framework (Pearson & Gallagher, 1983), this technique systematically reduces external support, enabling students to apply cognitive strategies independently. Despite its theoretical promise, empirical evidence on the effectiveness of prompt fading in reading interventions remains limited. To address this gap, a single-case study was conducted with three multilingual students with learning disabilities (aged 8–10) in an inclusive elementary school in Germany. Using an expository text comprehension task, they were guided through a structured prompt fading procedure
to develop self-questioning skills. Results demonstrated substantial improvements, as measured by effect sizes, and hierarchical piecewise linear regression. 
These findings support the assumption that prompt fading is an effective tool for fostering independent questioning skills in upper elementary students with learning disabilities and diverse linguistic backgrounds. Further research should explore its applicability in various educational contexts.