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dc.contributor.authorRenteria, Irma Garza, 1954-
dc.creatorRenteria, Irma Garza, 1954-en_US
dc.date.accessioned2013-03-28T10:07:15Z
dc.date.available2013-03-28T10:07:15Z
dc.date.issued1987en_US
dc.identifier.urihttp://hdl.handle.net/10150/276510
dc.description.abstractThis descriptive study investigates the effects of a metacognitive strategy called "Question-Answer Relationships (QARs)" on the ability to answer comprehension questions of content area passages. The strategy teaches students how to analyze the task demands of a question before answering it. The study also investigates the effect of QARs on the retelling abilities of subjects and the transferability of the strategy from science to social studies. Two third grade students of average reading ability participated individually in the study. Procedures included two days of pre tests, five days of training, one day of post test and one day of transfer test. The data were analyzed by comparing the number of correct answers per QARs category. Retellings were analyzed by total scores and sub categories of Text Comprehension, Reader Response and Language Use. Results indicate that training in QARs increases comprehension, improves retelling abilities, and transfers from one content area to another.
dc.language.isoen_USen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectReading comprehension.en_US
dc.subjectQuestioning.en_US
dc.titleTHE EFFECTS OF QARS ON THIRD GRADE STUDENTS' RESPONSE TO COMPREHENSION QUESTIONSen_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.identifier.oclc18157957en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.levelmastersen_US
dc.identifier.proquest1331467en_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineReadingen_US
thesis.degree.nameM.A.en_US
dc.identifier.bibrecord.b16483285en_US
refterms.dateFOA2018-06-11T23:20:35Z
html.description.abstractThis descriptive study investigates the effects of a metacognitive strategy called "Question-Answer Relationships (QARs)" on the ability to answer comprehension questions of content area passages. The strategy teaches students how to analyze the task demands of a question before answering it. The study also investigates the effect of QARs on the retelling abilities of subjects and the transferability of the strategy from science to social studies. Two third grade students of average reading ability participated individually in the study. Procedures included two days of pre tests, five days of training, one day of post test and one day of transfer test. The data were analyzed by comparing the number of correct answers per QARs category. Retellings were analyzed by total scores and sub categories of Text Comprehension, Reader Response and Language Use. Results indicate that training in QARs increases comprehension, improves retelling abilities, and transfers from one content area to another.


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