Date of Award

8-20-2012

Document Type

Graduate Field Experience

Degree Name

Master Of Arts In Urban Education

Colleges & School

College Of Education And Leadership

Library of Congress Subject Heading

Questioning--Study and teaching; Reading comprehension--Study and teaching

Abstract

This study documents the effect of teaching the metacognitive Question-Answer-Relationship (QAR) (Raphael, Highfield & Au, 2006) strategy on 8th graders’ reading comprehension and articulation of strategy use. Previous research indicates that metacognitive QAR instruction can benefit both low and average readers equally well (Graham & Wong, 1993). An action research was designed to increase student comprehension and awareness and articulation of strategy use. Student participants received direct instruction and group activities centered on QAR over the course of 4 weeks while demonstrating their comprehension through weekly quizzes. The findings of the action research indicate instruction of the metacognitive QAR strategy can lead to overall growth in comprehension and articulation of strategy use, but should be taught alongside direct instruction of how to execute metacognitive plans.

Rights

Open Access

OCLC Number

809386846

Is this full-text open access?

1

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