Use of Peer-Assisted Procedures to Teach QAR Reading Comprehension Strategies to Third-Grade Children.

Reading comprehension training using the Question Answer Relationship (QAR) taxonomy was conducted with 23 third-grade children who represented varying levels of achievement. Following training in QAR by the teacher, classwide peer-assisted sessions were conducted for children to practice asking and answering questions. Regular independent sessions measured children's individual performance. A multiple baseline across three types of questions was employed. Results found that all children improved their individual question generation and question answering performance as a result of the intervention. Social validation measures found that both the consumers (i.e., teacher and student participants) and outside specialists responded positively to the intervention and its effects.

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