The Effects of Question-Answer Relationship (QAR) Instruction on Standardized Reading Test Scores of Third Grade Students

Search for this publication on Google Scholar
Green, S. (2019). The Effects of Question-Answer Relationship (QAR) Instruction on Standardized Reading Test Scores of Third Grade Students. Unc Charlotte Electronic Theses And Dissertations.
Download PDF

Analytics

17 views ◎
3 downloads ⇓


Details
Author

Green, Susan

Title

The Effects of Question-Answer Relationship (QAR) Instruction on Standardized Reading Test Scores of Third Grade Students

Physical Description

1 online resource (119 pages) : PDF

Date

2019

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

Despite many school reform initiatives designed to ensure reading proficiency for all students, recent reports from the National Assessment of Educational Progress (NAEP) reveal that only 37 percent of fourth grade students and only 34 percent of eight grade students performed at or above the proficiency levels measured in reading (NAEP, 2017). This quantitative study used a non-equivalent control group design to examine the impact of direct instruction of the Question-Answer Relationship (QAR) strategy on standardized reading test scores of third grade students. It also specifically examined the impact of direct instruction of the QAR strategy on minority students’ standardized test scores. A two-way Analysis of Covariance (ANCOVA) was conducted. Adjusted marginal mean post-test scores in the group receiving treatment of the QAR strategy (64.580) was higher than mean post-test scores of students who did not receive QAR instruction (56.382). Adjusted marginal mean post-test scores of minority students showed no significant differences (60.05 and 60.90respectively). In addition, adjusted marginal mean post-test scores of minority and non-minority students who received QAR instruction showed no significant differences (54.48 and 58.29 respectively).

Genre

doctoral dissertations

Subjects--Topics

Reading

Degree

Ph.D.

Keywords

Minority Students
QAR
Question Answer Relationship
Reading Test Scores
Standardized Test Scores
Third Grade Students

Subject Area

Curriculum & Instruction

Advisor(s)

Mraz, Maryann

Committee Members

Rickelman, Robert
Wang, Chuang
Whittingham, Colleen

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2019.

Rights Statement

This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). For additional information, see http://rightsstatements.org/page/InC/1.0/.

Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Green_uncc_0694D_12018

Permalink

http://hdl.handle.net/20.500.13093/etd:2242