Using Question Answer Relationships in Science Instruction to Increase the Reading Achievement of Struggling Readers and Students with Reading Disabilities

Abstract

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.

Keywords

• reading in the content areas
• question answer relationships
• assisting struggling readers