Maintenance and generalization of QAR reading comprehension strategies

Abstract

Abstract This study examined the extent to which children were able to maintain question answering skills with character‐focused reading passages (i.e., narratives) after receiving QAR (Question Answer Relationship) instruction. A second aim was to determine whether these children could maintain their level of answering skill when fact‐focused (i.e., expository) reading passages were introduced. Thirty‐four fourth grade students participated in QAR training that involved four question types (i.e., two text‐explicit, one text‐implicit, and one knowledge‐based). During training, only character‐focused reading passages were presented. After entering fifth grade, students' answering skills were assessed with both character‐focused and fact‐focused passages. Results showed good maintenance with the two text‐explicit questions but variable maintenance with text‐implicit questions. No training effects were seen with the knowledge‐based questions. Students demonstrated an ability to answer questions based on fact‐focused reading passages to the same degree as they were able to answer questions based on character‐focused passages.