Effectiveness of Question Answer Relationship (QAR) ‎Strategy in Developing Reading Comprehension Skills

Abstract

The present study aimed to test the effectiveness of question answer relationship (QAR) in strategy developing reading comprehension skills of basic eighth grade students. To achieve this aim, the study adopted a semi-experimental approach, based on the design of experimental and control groups. The experimental group included (27) students and the control group (28) students, from two different schools. The researchers prepared two research materials: A list of reading comprehension skill, and a teacher manual in teaching strategy. The research tool consisted of a reading comprehension skill test. The researchers have verified the validity of the materials and the tool. To implement the experiment, the teacher of the experimental group was given the experiment guideline manual, its activities, provided with verbal instruction on his role and the duration of the experiment. In addition, the teacher of the experimental group attended a practical session, where a teacher, out of the study sample, performed a text reading lesson. The implementation period lasted seven weeks. The results revealed the effectiveness of (QAR) strategy in developing reading comprehension skills as a whole, in favor of the students of the experimental group.