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The Effect of Question-Answer Relationships on Ninth-Grade Students' Ability to Accurately Answer Comprehension Questions

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Date Issued:
2012
Abstract/Description:
This experimental research study examined the effects of the Question-Answer Relationships (QAR) taxonomy on ninth-grade students' ability to answer comprehension questions. Participants included 32 incoming ninth-grade students who were required to attend summer school due to poor attendance, grades, and/or standardized test scores. Participants were randomly assigned to experimental and control groups. Experimental group participants received one week of initial strategy instruction followed by three weeks of maintenance activities. Results indicated that the strategy had a negative effect on students' question-answering ability and raised questions regarding comprehension instruction, length of interventions, and the role of scaffolded support for a target population of adolescent readers. Discussion of the results revolves around interventions, QAR instruction, reading ability, and motivation of the participants.
Title: The Effect of Question-Answer Relationships on Ninth-Grade Students' Ability to Accurately Answer Comprehension Questions.
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Name(s): Stafford, Tammy, Author
Zygouris-Coe, Vassiliki, Committee Chair
Xu, Lihua, Committee Member
Boote, David, Committee Member
Wilson, Nance, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2012
Publisher: University of Central Florida
Language(s): English
Abstract/Description: This experimental research study examined the effects of the Question-Answer Relationships (QAR) taxonomy on ninth-grade students' ability to answer comprehension questions. Participants included 32 incoming ninth-grade students who were required to attend summer school due to poor attendance, grades, and/or standardized test scores. Participants were randomly assigned to experimental and control groups. Experimental group participants received one week of initial strategy instruction followed by three weeks of maintenance activities. Results indicated that the strategy had a negative effect on students' question-answering ability and raised questions regarding comprehension instruction, length of interventions, and the role of scaffolded support for a target population of adolescent readers. Discussion of the results revolves around interventions, QAR instruction, reading ability, and motivation of the participants.
Identifier: CFE0004605 (IID), ucf:49921 (fedora)
Note(s): 2012-12-01
Ed.D.
Education, Dean's Office EDUC
Doctoral
This record was generated from author submitted information.
Subject(s): adolescent literacy instruction -- metacognition -- reading comprehension -- Question-Answer Relationships
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0004605
Restrictions on Access: public 2012-12-15
Host Institution: UCF

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