The comparative effectiveness of didactic teaching and self-instructional training of a question-answering strategy in enhancing reading comprehension [microform] / (original) (raw)
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The purpose of this study was to examine whether the Question Answer Relationship (QAR) had an impact on the participants' reading comprehension skills. The QAR is a metacognitive strategy which has been shown to improve reading comprehension. The participants were fifth grade students attending an urban school within the Miami-Dade County Public School System. The research design for the study was the One Group Pre-test Post-test (O1 X O2) design. Explicit teaching of the QAR categories was conducted over a two week period. The quantitative data analysis revealed no statistical significance between pre-test and post-test scores. The students' performance, however, on certain comprehension question types indicated the students made gains in the area of text inference.
Research on Teaching Reading Comprehension. Technical Report No. 187
1980
This report addresses the state of the art of research on teaching reading comprehension by (1) describing the nature and distribution of research in teaching reading comprehension in the context of stated or implied instructional goals; (2) considering issues of methodological significance as they emerge: and (3) suggesting some reasonable guidelines for future research in accord with rising research interests and alternative approaches to investigation. The literature on teaching reading comprehension is reviewed in terms of two questions: With whom, in what situations, and in what ways does teaching improve reading comprehension? and How should research in the area proceed? The two main sections of the report di,:uss increasing learning from text/prose, and increasing ability to learn from text/prcse. The third and fourth sections explore the future of the field. (HTH)
Qar : A Strategy for Teaching Reading Comprehension at Senior High Schools
2016
Teaching students strategies for answering questions is an important part of comprehension instruction. The failure of students in comprehending the text was caused of misunderstanding the questions and how it relates to the answer. QAR is a reading comprehension strategy applicable to use with both fiction and nonfiction texts. It is a valuable skill for all students to obtain, especially struggling readers. QAR assists students in relating prior knowledge to text information. It becomes a conscious process students actively engage in when reading texts, especially difficult reading selections. With this strategy, students become aware of the relationships between questions and answers. Students will begin to understand where the answers come from and thus are better able to answer the questions correctly. This paper reveals an alternative model for teaching reading comprehension using QAR strategy. Hopefully, it will be useful for English teachers who are training students to read...
The Effects of Provided and Generated Questions on Reading Comprehension Achievement
This study aimed to determine the effects of provided and generated questions on the students’ reading comprehension. It was a true-experimental study applying a randomized pretest-posttest control group design. A sample of 99 students were selected from the accessible population of the S-1 students taking the Reading Comprehension Course I. The Ss were then randomly divided into three groups (I, II, and III). Each group thus consisted of 33 students. In this study two types of data were collected: the students’ scores of reading comprehension and the types of questions generated by the students. The findings proved that both provided and generated questions promoted reading comprehension better than reading-only. The result of the investigation also proved that self-questioning was the most effective strategy for comprehending reading selections
The Impact of Self-directed Learning Strategies on Reading Comprehension
ijser.org
For several decades, self-directed learning (SDL) has been a major focus of adult education (Merriam and Caffarella 1999) since the publication of Malcolm Knowles' book in 1975. However, this study aims to investigate the impact of self-directed learning on learners' reading comprehension proficiency and the measurements that teachers can do to encourage self-direction among adult learners. This is done by introducing self-direction strategies of reading comprehension, to the learners to be able to monitor their own learning. To this end, they ap plied more of the metacognitive strategies that are believed to be at the heart of self-directed activity (Grow, 2010). 92 upper-intermediate and advanced female Iranian EFL learners, studying English in IELTS & TOEFL Center of Arian in Gorgan, Iran, randomly selected and divided into two groups: experimental and control that the same syllabus and assessment procedures followed. The instrument includes an IELTS reading test. Finally, the data gathered by the experiment of the study was analyzed through SPSS software, using Independent Samples t-test. The results reveal that there is a significant difference between mean score of TDL (Teacher-Directed Learning) and SDL, and after treatment students perform better that proves superiority of self-directed over teacher-directed readers.
The Roots of Reading Comprehension Instruction
This volume is a watershed in the field of reading. That we have reached the point in our history when an entire handbook could be devoted to the topic of reading comprehension is gratifying, especially for those (many of whom are authors in the volume) who have worked across the last 40 years to ensure that reading comprehension has a home in the field's portfolio of theory, research, curriculum, and assessment. Lest we dwell too long in celebratory mode, we would do well to remind ourselves that it has not been easy to secure a foothold for reading comprehension in these conversations about reading, especially around the question of early reading pedagogy. As I will document in this chapter, it was not until the 1980s that it really started to take hold especially as a fact of everyday classroom instruction informed by theory and research. And then suddenly, after 15 years of prominence in conversations of theory, research, and practice-and for a host of reasons, many having to do with curricular politics , reading comprehension was placed on a back burner from the mid-1990s to the mid-2000s. It is time it returned to a central role in discussions of reading pedagogy. To assure its return, we will have to give it our rapt and collective attention.