NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ978282
Record Type: Journal
Publication Date: 2012-Aug-15
Pages: 10
Abstractor: As Provided
Reference Count: 30
ISSN: ISSN-1099-839X
Using Question Answer Relationships in Science Instruction to Increase the Reading Achievement of Struggling Readers and Students with Reading Disabilities
Kinniburgh, Leah H.; Baxter, Abigail
Current Issues in Education, v15 n2 Aug 2012
The Question Answer Relationship (QAR) literacy strategy was integrated into science instruction in a fourth grade classroom. Ten students who struggled with reading, including some who were diagnosed with a reading disability, participated in this study. Significant gains were made in reading by the 10 student participants in comprehending science expository text after a 4-week implementation period. The general education teacher showed an increase in her ability to assist these struggling students after receiving training and constant support over the 4-week instructional period. (Contains 2 tables.)
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A