<p>English language learners often struggle with reading comprehension due to limited vocabulary, unfamiliar grammar, and cultural differences in texts. These challenges can hinder their ability to understand and analyze reading materials. Guiding students to formulate questions to monitor their reading comprehension has been shown to be effective across grade levels; however, its effects among Somali fifth-grade English language learners remain largely unexplored. This study aimed to investigate the impact of self-questioning with prompt fading on the reading comprehension of Somali fifth-grade students with limited reading proficiency. A multiple-probe, single-case experimental design was utilized to evaluate the effects of the intervention across four students. Participants were explicitly instructed to generate and answer questions while reading expository science passages, with a multiple-choice quiz administered at the end of each session. Results showed that participants’ scores on comprehension quizzes significantly increased following implementation of the self-questioning with prompt fading intervention, and gains were maintained at a 2-week follow-up. Additionally, results showed that participants could generalize their self-questioning skills from science passages to social studies passages. The social validity assessment revealed that teachers and participants had a positive attitude towards the intervention. The study findings are similar to those of previous studies demonstrating the benefits of self-questioning interventions with struggling readers.</p>