Keywords

Adolescent literacy instruction, metacognition, reading comprehension, question answer relationships

Abstract

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.

Notes

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Graduation Date

2012

Semester

Fall

Advisor

Zygouris-Coe, Vicky

Degree

Doctor of Education (Ed.D.)

College

College of Education and Human Performance

Degree Program

Education

Format

application/pdf

Identifier

CFE0004605

URL

http://purl.fcla.edu/fcla/etd/CFE0004605

Language

English

Release Date

December 2012

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Subjects

Dissertations, Academic -- Education, Education -- Dissertations, Academic

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