I. Introduction and Purpose of Literature Review
Before I started teaching reading groups this year, the reading specialist told me a little bit about the Question Answer Relationship strategy, better known as QAR, and how I should implement it into my lessons. I saw that QAR instruction really got the students thinking and helped the gain a better understanding of the text they were reading. However, I did not know much about the QAR method and why it worked. I wanted to gain a better understanding of the strategy and find researched-based information pertaining to the following questions:
1. What are the benefits of the QAR strategy?
2. What is the role of both the student and the teacher when using the QAR strategy?
3. What is the
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The instruction is so specific that it is very easy to follow. QAR instruction explicitly shows the student the relationship between questions and answers. QAR is also an easy and practical approach for teachers to conduct reading comprehension instruction which has the potential to close the literacy achievement gap. The QAR strategy helps students comprehend, analyze, and respond to text concepts and questions. (Au & Raphael, …show more content…
I have learned about the many benefits of the QAR strategy, as well as the student’s and teacher’s role in the stratagem. I have gained an understanding of the importance of using the QAR technique and examined the research done on this topic. Although there has not been a great deal of research done on the efficacy of the QAR strategy, whatever studies have been performed prove the effectiveness of it.
This strategy has many strengths. It helps the students analyze and interpret text concepts, thereby improving their comprehension skills. It also helps refute the students’ general fallacy that the text has all the answers. It encourages students to be active, strategic readers of the text. The QAR reading strategy is effective with students of all populations. With the correct instruction and practice, any student can learn how to use this strategy and benefit from it.
After researching this technique, I have become more aware of its importance and value. I plan to implement it in my classroom by first modeling the strategy, and then inviting the students to try the strategy on their own. I believe that the QAR strategy is one that should be used in every classroom, no matter what the age or ethnicity of the students. The QAR method can be effective in any subject area and should be implemented by every
Lowe, E.J. 2007, An introduction to the philosophy of mind, United States of America, New York, Cambridge University Press. pg 146.
Myers, G. D., (2010).Psychology (9th ed.). In T. Kuehn & P. Twickler (Eds.), The Biology of Mind. (p.64). New York, NY: Worth Publishers.
Passer, M., Smith, R., Holt, N., Bremner, A., Sutherland, E., & Vliek, M. (2009). Psychology; Science of Mind and Behaviour. (European Edition). New York.
Ms. Datillo is working in the library with a small group of 8th grade students with their responses to the reading comprehension questions over the story of Tom Sawyer. Ms. Datillo began by rereading the passage for the first set of questions and asked students to follow along while she read. One student said he did not have his copy of the reading so Ms. Datillo provided him with an extra copy she brought with her. Ms. Datillo then asked the students to discuss the responses they wrote to the comprehension questions to this section. Each student was given the opportunity to respond with their answers. Ms. Datillo used question prompts to help students think about their responses so they could make corrections or
Apply specific comprehension strategies, such as activating prior knowledge, making predictions, comparing and contrasting, drawing conclusions, and examining different viewpoints
In Lesson One, it became apparent through questioning that Kowahi students were confident readers who could use strategies successfully to decode and summarise a text. However, their ability to connect personal opinion and knowledge was lacking, which led to them reading text as opposed to understanding the deeper meaning. Good readers simultaneously employ strategies; they decode and read for meaning at the same time (Dymock, 2007), unskilled readers “fail to monitor comprehension” (Garner, 1987, as cited in Harp, 1999).
John Dunlosky’s (2013) article, Strengthening the Student Toolbox, gives study strategies that may be beneficial for teachers to give to their students. Dunlosky found that the strategy, self-explanation, to be beneficial. If a student was to use self-explanation, then he or she would try to explain how new information connects with prior information, that he or she already has acquired (Dunlosky, 2013). This strategy allows a student to connect new information with prior knowledge and this connection will allow the student to remember the information better.
Michell, P., & Spence, S. (2009). Inquiry into Guided Inquiry. ACCESS , 23 (4), 5-8.
Doing that involves an increasing mastery of skills, knowledge, and ideas." (Robinson, p. 119) The mentioned idea can be used to motivate students to participate in the learning process. The same way young children learn playing with others, the older child can do it experimenting and prove their theories. As a teacher is easy to noticed the difference between a lesson that is pure theory, and the lesson that incorporates creative factors. Students present a better behavior during the lesson, participate, interact, formulate questions and get the answers working together without
Wright, S., Caputa, F., & Fugett, A. (2013).Using e-readers and internet resources to support comprehension. Educational Technology and Society, 16(1), 367-379. Retrieved from Scopus database
There are several methods I learned this semester which helped me improve my reading comprehension significantly. Throughout the reading I did, I used a few reading strategies that were very helpful to me in many ways. Many, in fact, if not all good readers at one point in their life use at least one of these reading strategies. One reading strategy I use when I read is, first I read everything without making any marks to the reading. Going through the reading once helps me get a general understanding of the material. After I have a general understanding of what I read, then I reread the material again but this time I use a few reading strategies that help me remember the material and help me get a better understanding of the reading. One strategy I really like to use when I read is highlight or underline any key points that I think are important to the reading. Another reading strategy I use is, if there is a sentence I don’t understand I reread it several times until I understand the meaning of it, and then I make a brief note to the side explaining what I think the sentence means. I also like to reword any sentence I don’t un...
It is important that when selecting complex text educators look for specific factors that would meet each reader’s needs. These factors include language proficiency, background knowledge and experiences, and level of motivation. Depending on the factors mentioned, the educators can differentiate the instruction to meet the needs of the students where they could read a text and apply strategies learned. It is important to understand the text complexity because we do want readers to read text which are not challenging enough or that are extremely challenge that would make their self-efficacy low. Therefore, when Fisher & Frey (2012) stated the factors to take into consideration when selecting a text are established, readers would interact with the text. Moreover, the use of comprehension strategies like question and answer relationships (Reutzel & Cooter, 2016) would help the readers comprehend the text as they read
Primarily, ensure that each student has a good idea of what QAR is and what it entails. Make certain that they understand that the QAR process is divided into two (2) parts or categories each comprising of two types of questions. Illustrate to students that there are (In the book) - Right there questions; Think and search questions and (In my head) - Author and you; On my own [type questions]. Essentially, the correct responses to the ‘in the book’ questions could be generated or found about the text, whereas the ‘in my head’ questions propose that students make use of their prior knowledge to engage the text.
Many students have a hard time when it comes to reading. There are many reading inventions that can help students out. Reading inventions are strategies that help students who are having trouble reading. The interventions are techniques that can be used to assist in one on ones with students or working in small groups to help students become a better reader. Hannah is a student who seems to be struggling with many independent reading assignments. There can be many reasons that Hannah is struggling with the independent reading assignments. One of the reasons that Hannah can be struggling with is reading comprehension while she is reading on her on. Reading comprehension is when students are able to read something, they are able to process it and they are able to understand what the text is saying. According to article Evidence-based early reading practices within a response to intervention system, it was mentioned that research strategies that can use to help reading comprehension can include of activating the student’s background knowledge of the text, the teacher can have questions that the student answer while reading the text, having students draw conclusions from the text, having
comprehension instruction: A comparison of instruction for strategies and content approaches ―[Electronic version]. Reading Research Quarterly, 44(3), 218–253.