Question answer relationships: The effect and use of a questioning strategy with sixth-grade literature studies

Persistent Link:
http://hdl.handle.net/10150/291916
Title:
Question answer relationships: The effect and use of a questioning strategy with sixth-grade literature studies
Author:
Emert, Stacie Cook, 1962-
Issue Date:
1989
Publisher:
The University of Arizona.
Rights:
Copyright © 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.
Abstract:
This 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.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Questioning.; Reading (Elementary) -- Arizona -- Language experience approach.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Language, Reading, and Culture
Degree Grantor:
University of Arizona
Advisor:
Anders, Patricia L.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleQuestion answer relationships: The effect and use of a questioning strategy with sixth-grade literature studiesen_US
dc.creatorEmert, Stacie Cook, 1962-en_US
dc.contributor.authorEmert, Stacie Cook, 1962-en_US
dc.date.issued1989en_US
dc.publisherThe University of Arizona.en_US
dc.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.en_US
dc.description.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.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectQuestioning.en_US
dc.subjectReading (Elementary) -- Arizona -- Language experience approach.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineLanguage, Reading, and Cultureen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorAnders, Patricia L.en_US
dc.identifier.proquest1336680en_US
dc.identifier.oclc21728705en_US
dc.identifier.bibrecord.b23313274en_US
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