Two for One: Using QAR to Increase Reading Comprehension and Improve Test Scores. (24th May 2016)

• Record Type: Journal Article
• Authors: Green, Susan
• Is Part Of: Reading teacher. Volume 70:Number 1(2016:Sep.)
• Page Start: 103
• Page End: 109
• Publication Date: 2016-05-24
• Subjects: Standardized -- To inform instruction -- as inquiry -- Depth of (higher level, literal level, etc.) -- Information processing -- Metacognition -- Accountability -- Action research -- teacher research -- Instructional strategies -- teaching strategies -- Learning strategies -- Metacognitive strategies -- Reading strategies -- Instructional intervention -- 2‐Childhood -- 3‐Early adolescence; Reading (Elementary) -- Periodicals; Reading -- Periodicals; Reading -- Remedial teaching -- Periodicals; 372.405
• DOI: 10.1002/trtr.1466
• Languages: English
• ISSNs: 0034-0561

Abstract

Abstract: This teaching tip describes an intervention used in a third‐grade classroom implemented to help students pass an end‐of‐grade reading comprehension test. Low scores on a practice end‐of‐grade comprehension test prompted a re‐examination of classroom reading instruction and a plan for intervention. This teaching tip describes the phases implemented over an eight‐week period to add the Question Answer Relationship (QAR) strategy to students' reader's toolboxes to increase comprehension and improve test scores. Most student scores on end‐of‐grade test increased after this intervention, which supports the use of QAR to improve test scores while furthering literacy development.