Question Answer Relationship on Special Education Students Peer Reviewed

Question Reply Relationships (QAR) in the Primary Grades: Laying the Foundation for Reading Comprehension

Yıl 2010, Cilt two, Sayı 1, 31 - 44, 01.03.2010

Leah H. KİNNİBURGH Sandra S. PREW

Öz

Question Answer Relationships (QAR) tin exist taught effectively to students in the primary grades for the purpose of laying a strong foundation for reading comprehension. In this activity research study, a kindergarten, commencement, and 2nd grade teacher, along with a special instruction teacher, implemented the QAR strategy in their classrooms over a four week menstruum. The teachers were trained in the strategy prior to implementing it in their classrooms. They were shown engaging methods of implementing the QAR with immature students. Back up was then provided to them throughout the entire implementation menstruation. The results indicate that the QAR strategy, if implemented effectively, tin can increase comprehension of immature students and provide a strong foundation for reading comprehension.

Kaynakça

• Alvermann, D.E., Phelps, S.F., & Ridgeway, Five.Thousand. (2007). Content area reading and literacy (v ed.). Boston: Allyn and Salary. th
• Caldwell, J.S., & Leslie, 50. (2005). Intervention strategies to follow informal reading inventory assessment: So what practice I do at present? Boston: Pearson Education, Inc.
• Ezell, H. K., Hunsicker, S. A., & Quinque, M. M. (1997). Comparison of two strategies for teaching reading comprehension skills. Education and Treatment of Children, 20(4), 365-382.
• Ezell, H. K., Hunsicker, S. A., Quinque, M. M., & Randolph, Eastward. (1996). Maintenance and generalization of QAR reading comprehension strategies. Reading Inquiry and Instruction, 36(ane), 64-81.
• Ezell, H. K., Kohler, F. W., Jarzynka, M. & Strain, P. Southward. (1992). Use of peer-assisted procedures to teach QAR reading comprehension strategies to third-grade children. Education and Treatment of Children, xv(3), 205-227.
• Frank, C.B., Grossi, J.M., & Stanfield, D.J. (2006). Applications of reading strategies within the classroom. Boston: Pearson Educational activity, Inc.
• Graham, L & Wong, B. Y. L. (1993). Comparing two modes of educational activity a question- answering strategy for enhancing reading comprehension: Didactic and self- instructional training. Journal of Learning Disabilities, 26(iv), 270-279.
• Lester, H. (1993). Tacky the penguin. Boston: Houghton Mifflin.
• Marshall, E. (2002) The rat and the true cat. Scott Foresman 1st Grade Reader Vol. iv. Glennview, IL: Pearson Scott Foresman.
• Motion. (2007). Harcourt Inc.. Orlando: Harcourt.
• Raphael, T.E., Highfield, Yard., & Au, Yard.H. (2006). QAR at present: A powerful and applied framework that develops comprehension and college-level thinking in all students. New York: Scholastic.
• Raphael, T.E., & Au, Grand. H. (2005). QAR: Enhancing comprehension and examination taking across grades and content areas. The Reading Teacher, 59, 206-221.
• Raphael, T.Due east. (1986). Education question-answer relationships, revisited. The Reading Teacher, 39, 516-522.
• Raphael, T. E. & Pearson, P. D. (1985). Increasing students' awareness of sources of information for answering questions. American Educational Research Periodical, 22(2), 217-235.
• Raphael, T. E. & Wonnacott, C. A. (1985). Heightening 4th-grade students'sensitivity to sources of information for answering comprehension questions. Reading Research Quarterly, 20 (iii), 282-296.
• Raphael, T. Eastward. & McKinney, J. (1983). An examination of fifth-and eighth-form children'southward question-answering beliefs: An instructional study in metacognition. Journal of Reading Behavior, xv(3), 67-86.
• Raphael, T.Eastward. (1982). Question-answering strategies for children. The Reading Teacher, 36, 186-190.
• Raphael, T. East. & Pearson, P. D. (1982). The upshot of metacognitive awareness training on children's question-answering beliefs. Technical Study No. 238. Urbana, IL: Center for the Study of Reading, University of Illinois.
• Tompkins, G.E. (2004). fifty literacy strategies: Step past footstep. Upper Saddle River, N.J.: Pearson Education, Inc.

İlkokul Sınıflarında Soru Cevap İlişkileri (QAR): Okuduğunu Anlama için Temel Oluşturma

Yıl 2010, Cilt 2, Sayı one, 31 - 44, 01.03.2010

Leah H. KİNNİBURGH Sandra S. PREW

Öz

Soru Cevap İlişkileri (QAR) okuduğunu anlamada güçlü bir temel oluşturmak için ilkokul sınıflarında etkili bir şekilde öğretilebilmektedir. Bu eylem araştırmasında, bir okulöncesi, bir birinci ve bir ikinci sınıf öğretmeni bir özel eğitim öğretmeni ile birlikte QAR stratejisini dört hafta boyunca sınıflarında uygulamışlardır. Öğretmenler sınıflarında uygulamadan önce bu strateji ile ilgili eğitimi almışlardır. QAR'ın küçük çocuklarla uygulamasında ilgi çekici yöntemler öğretmenlere gösterilmiştir. Sonrasında da tüm uygulama sürecinde onlara destek sağlanmıştır. Sonuçlar, QAR yönteminin, etkili bir şekilde uygulandığında, küçük çocukların anlamasını artırabildiğini ve okuduğunu anlamaya yönelik sağlam bir temel oluşturabildiğini göstermektedir.

Kaynakça

• Alvermann, D.E., Phelps, South.F., & Ridgeway, Five.1000. (2007). Content area reading and literacy (5 ed.). Boston: Allyn and Bacon. thursday
• Caldwell, J.Due south., & Leslie, L. (2005). Intervention strategies to follow informal reading inventory assessment: So what exercise I do now? Boston: Pearson Didactics, Inc.
• Ezell, H. K., Hunsicker, Southward. A., & Quinque, K. Thou. (1997). Comparison of two strategies for education reading comprehension skills. Teaching and Treatment of Children, 20(four), 365-382.
• Ezell, H. K., Hunsicker, Due south. A., Quinque, Chiliad. M., & Randolph, E. (1996). Maintenance and generalization of QAR reading comprehension strategies. Reading Research and Instruction, 36(1), 64-81.
• Ezell, H. Thou., Kohler, F. W., Jarzynka, Yard. & Strain, P. S. (1992). Utilize of peer-assisted procedures to teach QAR reading comprehension strategies to 3rd-grade children. Education and Handling of Children, 15(3), 205-227.
• Frank, C.B., Grossi, J.M., & Stanfield, D.J. (2006). Applications of reading strategies within the classroom. Boston: Pearson Education, Inc.
• Graham, L & Wong, B. Y. L. (1993). Comparing two modes of teaching a question- answering strategy for enhancing reading comprehension: Didactic and cocky- instructional training. Journal of Learning Disabilities, 26(4), 270-279.
• Lester, H. (1993). Tacky the penguin. Boston: Houghton Mifflin.
• Marshall, Eastward. (2002) The rat and the cat. Scott Foresman 1st Form Reader Vol. 4. Glennview, IL: Pearson Scott Foresman.
• Motion. (2007). Harcourt Inc.. Orlando: Harcourt.
• Raphael, T.E., Highfield, K., & Au, K.H. (2006). QAR now: A powerful and practical framework that develops comprehension and higher-level thinking in all students. New York: Scholastic.
• Raphael, T.Due east., & Au, K. H. (2005). QAR: Enhancing comprehension and test taking across grades and content areas. The Reading Teacher, 59, 206-221.
• Raphael, T.Eastward. (1986). Pedagogy question-reply relationships, revisited. The Reading Teacher, 39, 516-522.
• Raphael, T. E. & Pearson, P. D. (1985). Increasing students' sensation of sources of information for answering questions. American Educational Research Journal, 22(two), 217-235.
• Raphael, T. E. & Wonnacott, C. A. (1985). Heightening fourth-grade students'sensitivity to sources of information for answering comprehension questions. Reading Research Quarterly, 20 (iii), 282-296.
• Raphael, T. East. & McKinney, J. (1983). An examination of fifth-and eighth-grade children's question-answering behavior: An instructional study in metacognition. Journal of Reading Behavior, 15(3), 67-86.
• Raphael, T.Due east. (1982). Question-answering strategies for children. The Reading Teacher, 36, 186-190.
• Raphael, T. E. & Pearson, P. D. (1982). The effect of metacognitive awareness preparation on children'south question-answering behavior. Technical Report No. 238. Urbana, IL: Middle for the Study of Reading, University of Illinois.
• Tompkins, G.Eastward. (2004). fifty literacy strategies: Step by step. Upper Saddle River, N.J.: Pearson Didactics, Inc.

Ayrıntılar

Birincil Dil	İngilizce
Konular	Sosyal
Bölüm	Kitap Değerlendirmesi
Yazarlar	Sandra Southward. PREW Bu kişi benim
Yayımlanma Tarihi	1 Mart 2010
Yayınlandığı Sayı	Yıl 2010, Cilt two, Sayı i

Kaynak Göster

APA	Kinniburgh, L. H. & Prew, Due south. S. (2010). Question Answer Relationships (QAR) in the Principal Grades: Laying the Foundation for Reading Comprehension . International Journal of Early on Childhood Special Educational activity , 2 (1) , 31-44 . DOI: 10.20489/intjecse.107956

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Source: https://dergipark.org.tr/tr/pub/intjecse/issue/8651/107956

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