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

  • Leah H Kinniburgh University of South Alabama
  • Abigail Baxter University of South Alabama
Keywords: reading in the content areas, question answer relationships, assisting struggling readers

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. 

Author Biographies

Leah H Kinniburgh, University of South Alabama

Leah Kinniburgh, Ph.D. is an Associate Professor of Elementary Education and the Coordinator of the Reading Specialist Program at the University of South Alabama.

Abigail Baxter, University of South Alabama

Abigail Baxter, Ph.D. is an Associate Professor of Special Education in the Department of Leadership and Teacher Education. She is also the Director of Graduate Studies and Research for the College of Education at the University of South Alabama.

Published
2012-08-14
How to Cite
Kinniburgh, L., & Baxter, A. (2012). Using Question Answer Relationships in Science Instruction to Increase the Reading Achievement of Struggling Readers and Students with Reading Disabilities. Current Issues in Education, 15(2). Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/view/915
Section
Articles