Effect of a Combined Repeated Reading and Question Generation Intervention on Reading Achievement

By William J. Therrien, K. Wickstrom, K. M. Jones. 2006

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The Effects of Self-Questioning on Reading Comprehension: A Literature Review (2016, background): “, and Therrien, Wickstrom, and Jones (2006) provided prewritten questions on cue cards using just the first word of the question (i.e., Who, What, Where, When, and Why).”
Fluency in reading—Thirty-five years later (2010, background): “A recent study by Therrien et al. (2006) demonstrated that training 4th–7th grade students in repeated reading with 50 passages over 4 months led to both improved fluency and reading comprehension over a control group, reinforcing the general findings of the National Reading Panel (see also Vadasy…”
Asking the Difficult Questions: Goal-Oriented Visual Question Generation via Intermediate Rewards (2017, background): “Question Generation in NLP There is a long history of works on grammar question generation from text domain in natural language processing (NLP) [6, 9, 25, 29].”