The Effect of Question-Answer-Relationship Strategy Instruction for Third Grade Students on Text Structure and Reading comprehension
碩士 === 國立中正大學 === 教學專業發展數位學習碩士在職專班 === 101 === The purpose of this study was to investigate whether the Question-Answer-Relationship strategy instruction (QAR) benefited third-grade students’ recognition of four types of QAR questions, construction of text-structure graphics and reading comprehensio...
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| Format: | Others |
| Language: | zh-TW |
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2013
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| Online Access: | http://ndltd.ncl.edu.tw/handle/58597910545206503193 |
| Summary: | 碩士 === 國立中正大學 === 教學專業發展數位學習碩士在職專班 === 101 === The purpose of this study was to investigate whether the Question-Answer-Relationship strategy instruction (QAR) benefited third-grade students’ recognition of four types of QAR questions, construction of text-structure graphics and reading comprehension. A quasi-experiment with pretest-posttest nonequivalent-control-group design was conducted. Two classes were randomly assigned to either experimental or control group. The experimental group received twelve-week QAR strategy instruction (two times a week, forty minutes for each). The control group received a twelve-week traditional instruction program.
The main results of this study were as follows:
1.The QAR strategy promoted students’ recognition of different types of QAR questions.
2.The QAR strategy effectively facilitated students’ construction of text-structure graphics.
3.The QAR strategy successfully fostered students' reading comprehension.
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