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
STARS Citation
Stafford, Tammy, "The Effect Of Question-answer Relationships On Ninth-grade Students' Ability To Accurately Answer Comprehension Questions" (2012). Electronic Theses and Dissertations. 2424.
https://stars.library.ucf.edu/etd/2424
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