The aim of this study was to identify and implement research-based practices in reading comprehension that would enable deaf and hard-of hearing adolescents to monitor their comprehension actively to increase the reading level beyond fourth grade. Making meaning out of teachers' and students' reading comprehension experiences through their interactions with one another blended the Metacognitive Theory and the Social Constructivist Theory as the reading theoretical framework. The objective of this case study was to provide both researchers and educators alike with data on how deaf and hard-of-hearing adolescent readers could monitor their comprehension through the question-generating strategy in both languages, American Sign Language and written English. The participants came from a selected group of four middle school students in an English/Language Arts classroom from a school for the deaf in the northeastern United States. These participants had diverse backgrounds, particularly their language competencies and their educational levels in reading. Using different data sources such as observation notes, transcripts of students' questions and responses in American Sign Language (ASL), copies of students' written questions, and end-of-study interview responses on how deaf and hard-of-hearing readers demonstrated the process of generating questions in the classroom. Through data analysis, these following themes, explicit instruction; modeling and practicing in both languages (ASL and English), confirmed the active monitoring question more than the reading comprehension performance question. The results on how generating questions in both languages, ASL and English through explicit instruction and practice in addition to having peers question each other actually promoted students to monitor their comprehension actively. The results of this study led to recommendations for practice on explicit instruction and modeling in both languages, American Sign Language (ASL) and English (written); time for guided and independent practice, especially for peers to practice asking each other questions; and further instruction on types of questions going beyond the Wh-questions. Recommendations for future research include more studies on the question-generation strategy in various grades and various school settings with deaf and hard-of-hearing students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]