Question answer relationships: The effect and use of a questioning strategy with sixth-grade literature studies
AuthorEmert, Stacie Cook, 1962-
AdvisorAnders, Patricia L.
MetadataShow full item record
PublisherThe University of Arizona.
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.
AbstractThis study investigates and assesses the effects of the QARs (Questions Answer Relationships) strategy on sixth grade students using a literature program. QARs is a strategy designed to help students better answer teacher and text questions by being able to categorize questions. One sixth grade, consisting of twenty-four students, participated in the study as the treatment group. A second sixth grade, consisting of twenty-four students, was used as the control group. Procedures included three days of training, four days of maintenance, and five days of students generating their own questions based on the QARs strategy. This was followed by one day of post test. The data was analyzed by comparing the total response scores of both groups on a set of comprehension questions and with the treatment identifying questions by using the QARs categories. Results indicate that training in QARs increases comprehension and enables students to answer with greater detail in responses.
Degree ProgramGraduate College
Language, Reading, and Culture