Project: Effect Of Reciprocal Questioning and POSSE Strategies on Comprehension of Expository Texts Among Junior Secondary School Students with Learning Disabilities

This project evaluated the effectiveness of Reciprocal Questioning (RQ) and POSSE (Predict, Organize, Search, Summarize, Evaluate) strategies on reading comprehension among junior secondary school students with learning disabilities in Nigeria. Using a pretest-posttest quasi-experimental design, 75 students aged 12-16 were assigned to RQ, POSSE, or control groups. The interventions were delivered over six weeks, and comprehension was measured using a researcher-developed expository text test. The study also examined whether reading motivation and socio-economic status (SES) moderated the strategies’ effectiveness. Results showed both RQ and POSSE significantly improved comprehension, with RQ having a larger effect. Neither reading motivation nor SES moderated the outcomes. The findings suggest these evidence-based strategies are broadly effective and can be implemented regardless of students’ backgrounds.