Reading Response Essay

547 Words3 Pages
The purpose of this investigation was to gain an understanding of three teacher’s perceptions of the QAR strategy as a reading comprehension strategy for third graders in a private elementary classroom on an island in The Bahamas. This study was conducted because while there are numerous documented studies on the benefits of QAR on third graders reading comprehension skills, there are no such study for The Bahamas. The findings of this study were guided by the following research sub-questions:
i. What do Third Grade teachers at the local research site perceive as the factors that inhibit third graders’ ability to comprehend reading? ii. What is Third Grade teachers’ understanding of QAR? iii. What do Third Grade teachers perceive as the role
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Findings from this study revealed the following: all three participants were aware of the needs of their students relative to reading comprehension skills, the QAR strategy addresses the reading comprehension needs of third graders, and the QAR strategy is simple to learn and implement. They also agreed that the QAR strategy is effective for teaching students how to determine the questioning type and the location for the required answers and has positively impacted their student’s ability in answering questions beyond the knowledge level.
The findings suggest that the role of the QAR strategy is to provide students (third graders in the case of this study) with strategies and skills to address reading comprehensions needs. The participants’ perception is that the use of the QAR strategy has positively impacted their students’ ability to determine the type of questions being asked and where the answers can be located.
This study sought to explore the perceptions of three Third Grade educators on the role of QAR on third graders reading comprehension skills at a private elementary church school on an island in The Bahamas by collecting data via interviews. All three participants are qualified educators who are currently reading for their BS and MS degrees. Collectively, these educators have a total of 33 years of teaching experience. Data was analyzed using
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