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
Gross, R., 2013. The Science of Mind And Behaviour. 6 ed. London: Hodder Education .
Passer, M., Smith, R., Holt, N., Bremner, A., Sutherland, E., & Vliek, M. (2009). Psychology; Science of Mind and Behaviour. (European Edition). New York.
I would like to implement this process within the first and third grade reading classes using the jigsaw-strategy cooperative learning for students’ reading comprehension. The teachers will prepare specific lessons for the reading groups. The groups will be given a fundamental reading activity with questions for students to research and find the answers to and
Cacioppo, J. T., & Freberg, L. A. (2012). Discovering Psychology: The Science of the Mind:
Constructivism is a theory of learning that emphasizes the active construction of knowledge by individuals. Inquiry of learning is a theory developed by Dewey in which it emphasizes the development of student’s cognitive abilities such as reasoning and decision making. Inquiry theory, is reflected in reading instruction by having children choose their own vocabulary, asking their own thought provoking questions and giving them the opportunity to construct their own meaning. Schemata theory strives to explain how knowledge is created and used by the learners. In reading instruction schemata can be observe as a child tries to understand a story by using past personal experience to relate to concepts in the story. Transitional response theory is the notion that all readers have unique background schemata. In transitional theory all readers will have a different response to the text. Psycholinguistic theory is the study of the relationships between linguistic behavior and psychological processes including the process of language acquisition. In reading it helps the readers make predictions about what the text say based on their knowledge in these areas. Metacognition is the process of thinking about one’s own thinking. In reading metacognition helps reading comprehension. Engagement theory seeks to articulate the differences between engaged and disengaged readers. In reading, engagement theory is best seen when children are motivated to read and are constantly reading or
There are different types of questions that can be asked of students when assessing reading comprehension. Explicit questions can be asked as well as questions that require students to make inferences. In one study (as cited by Williamson, P., Carnahan, C., & Jacobs, J., 2012) Myles and her colleagues found that students with autism were able to answer questions that were found in the text rather than inferential questions. This suggests that students answer questions more fluently when they are able to return to the text for their information.
Gross, R (2010). Psychology: The science of mind and behaviour. 6th ed. London: Hodder Education. p188.
Harvey, S. & Goudvis, A. (2007). Strategies that work: teaching comprehension for understanding and engagement (2nd Ed.). Portalnd, MA: Stenhouse Publishers.
Searle, J. (1980), "Minds, brains, and programs", The Behavioral and Brain Sciences 3, p. 423.
Smith, E. E. and Kosslyn, S. M. (2009). Cognitive psychology: Mind and brain. New Jersey: Pearson Education
Vygotsky, L.S. (1978) Mind in Society: The development of higher mental processes, Cambridge, MA: Harvard University Press
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
Vygotsky, L. (1978). Mind In Society:the development of higher psychological processes. Cambridge, Ma: Harvard University Press.
comprehension instruction: A comparison of instruction for strategies and content approaches ―[Electronic version]. Reading Research Quarterly, 44(3), 218–253.
In today's constantly changing world, our children and youth need to learn inquiry-based, problem solving skills to that they may become successful members of society and live productive lives.