QAR and its Effect on the Reading Comprehension Performance of Fourth Grade Students

Author/Creator

Author/Creator ORCID

Date

2009-07

Department

Program

Masters of Education

Citation of Original Publication

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Abstract

The purpose of this study was to examine the effectiveness of the reading strategy, Question- Answer-Relationship (QAR) in its ability to improve the reading comprehension scores of fourth grade students on the Anne Arundel County Public Schools Reading and Language Arts Benchmark exams. The results of this study indicate that QAR did not have a significant impact on reading achievement. Further research is needed to determine if this strategy would be more beneficial for students with different needs.