Effectiveness of the QAR Reading Strategy on Science Reading
type: CreativeWork
description: The Questions-Answer Relationship (QAR) is a reading strategy that guides student comprehension by allowing the student to demonstrate their ability to determine importance, make inferences, and monitor comprehension through questions. The study was conducted on high school students in physical science to determine if the implementation of the QAR would improve content area literacy knowledge and confidence from pre-test and post-test data. Pedagogies included modeling, collaboration, independent work, guided practice, direct instruction, and inquiry laboratories. Through the implementation of the QAR method, the researcher found that students that learned new reading strategies gained confidence and were more engaged in the content reading. Though the treatment group had more significant gains on specific questions, there were significant improvements on specific questions in regards to both groups, although no significance was found in total scores.
abstract: The Questions-Answer Relationship (QAR) is a reading strategy that guides student comprehension by allowing the student to demonstrate their ability to determine importance, make inferences, and monitor comprehension through questions. The study was conducted on high school students in physical science to determine if the implementation of the QAR would improve content area literacy knowledge and confidence from pre-test and post-test data. Pedagogies included modeling, collaboration, independent work, guided practice, direct instruction, and inquiry laboratories. Through the implementation of the QAR method, the researcher found that students that learned new reading strategies gained confidence and were more engaged in the content reading. Though the treatment group had more significant gains on specific questions, there were significant improvements on specific questions in regards to both groups, although no significance was found in total scores.
author: Broser, Courtney Anne
keywords: question-answer relationship, reading strategy, reading comprehension, science, reading, teaching, science classroom, teaching science, science literacy, Biology
date published: 2016-01-01T08:00:00Z
date modified: 2026-07-24T03:14:59Z
provider: Missouri State University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Missouri State University