東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The Effects of Question-Answer Relat...

Green, Susan.

FindBook

Google Book

Amazon

博客來

The Effects of Question-Answer Relationship (QAR) Instruction on Standardized Reading Comprehension Test Scores of Third Grade Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Effects of Question-Answer Relationship (QAR) Instruction on Standardized Reading Comprehension Test Scores of Third Grade Students./
作者:	Green, Susan.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	119 p.
附註:	Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
Contained By:	Dissertations Abstracts International80-10A.
標題:	Elementary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13860268
ISBN:	9781392073544

The Effects of Question-Answer Relationship (QAR) Instruction on Standardized Reading Comprehension Test Scores of Third Grade Students.
Green, Susan.

The Effects of Question-Answer Relationship (QAR) Instruction on Standardized Reading Comprehension Test Scores of Third Grade Students. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 119 p.

Source: Dissertations Abstracts International, Volume: 80-10, Section: A.

Thesis (Ph.D.)--The University of North Carolina at Charlotte, 2019.

This item must not be added to any third party search indexes.

Despite many school reform initiatives designed to ensure reading proficiency for all students, recent reports from the National Assessment of Educational Progress (NAEP) reveal that only 37 percent of fourth grade students and only 34 percent of eight grade students performed at or above the proficiency levels measured in reading (NAEP, 2017). This quantitative study used a non-equivalent control group design to examine the impact of direct instruction of the Question-Answer Relationship (QAR) strategy on standardized reading test scores of third grade students. It also specifically examined the impact of direct instruction of the QAR strategy on minority students' standardized test scores. A two-way Analysis of Covariance (ANCOVA) was conducted. Adjusted marginal mean post-test scores in the group receiving treatment of the QAR strategy (64.580) was higher than mean post-test scores of students who did not receive QAR instruction (56.382). Adjusted marginal mean post-test scores of minority students showed no significant differences (60.05 and 60.90respectively). In addition, adjusted marginal mean post-test scores of minority and non-minority students who received QAR instruction showed no significant differences (54.48 and 58.29 respectively).

ISBN: 9781392073544Subjects--Topical Terms:

641385
Elementary education.

The Effects of Question-Answer Relationship (QAR) Instruction on Standardized Reading Comprehension Test Scores of Third Grade Students.
LDR:02493nmm a2200337 4500 001 2264919
005 20200515113434.5
008 220629s2019 ||||||||||||||||| ||eng d
020 $a 9781392073544
035 $a (MiAaPQ)AAI13860268
035 $a (MiAaPQ)uncc:12018
035 $a AAI13860268
040 $a MiAaPQ $c MiAaPQ
100 1 $a Green, Susan. $3 2037509
245 1 4 $a The Effects of Question-Answer Relationship (QAR) Instruction on Standardized Reading Comprehension Test Scores of Third Grade Students.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 119 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Mraz, Maryann.
502 $a Thesis (Ph.D.)--The University of North Carolina at Charlotte, 2019.
506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a Despite many school reform initiatives designed to ensure reading proficiency for all students, recent reports from the National Assessment of Educational Progress (NAEP) reveal that only 37 percent of fourth grade students and only 34 percent of eight grade students performed at or above the proficiency levels measured in reading (NAEP, 2017). This quantitative study used a non-equivalent control group design to examine the impact of direct instruction of the Question-Answer Relationship (QAR) strategy on standardized reading test scores of third grade students. It also specifically examined the impact of direct instruction of the QAR strategy on minority students' standardized test scores. A two-way Analysis of Covariance (ANCOVA) was conducted. Adjusted marginal mean post-test scores in the group receiving treatment of the QAR strategy (64.580) was higher than mean post-test scores of students who did not receive QAR instruction (56.382). Adjusted marginal mean post-test scores of minority students showed no significant differences (60.05 and 60.90respectively). In addition, adjusted marginal mean post-test scores of minority and non-minority students who received QAR instruction showed no significant differences (54.48 and 58.29 respectively).
590 $a School code: 0694.
650 4 $a Elementary education. $3 641385
650 4 $a Reading instruction. $3 2122756
690 $a 0524
690 $a 0535
710 2 $a The University of North Carolina at Charlotte. $b Curriculum & Instruction. $3 3181040
773 0 $t Dissertations Abstracts International $g 80-10A.
790 $a 0694
791 $a Ph.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13860268