University of Isfahan Applied Research on English Language 3134-0644 1 1 2012 01 01 Question answer relationship strategy increases reading comprehension among Kindergarten students 1 19 15443 10.22108/are.2012.15443 EN Leena Furtado California State University, Dominguez Hills, USA Heidi Pastell Elementary Teacher in California, USA Journal Article 2011 12 25 The  Question  Answer  Relationship  (QAR)  strategy  equips  students  with  tools  to  successfully <br />decode and comprehend what they read. An action research project over 18 days with twenty-three kindergarteners adapted exposure to QAR’s “In the Book” and “In my Head” categories <br />with similar questions for each of two popular Aesop’s fables. The challenges and outcomes <br />are  presented  with  special  emphasis  on  teacher-preparation,  teacher-reflections,  and  a  hands-on,  day-by-day  project-implementation.  An  oral  pre-test,  after  reading  The  Tortoise  and  the <br />Hare,  served  as  a  baseline  assessment  for  student-comprehension  levels.  The  QAR  strategy <br />was then explicitly taught, with opportunities to practice the comprehension skills in small and <br />large groups  with parental assistance. Students overwhelmingly scored higher on the post-test <br />reading  comprehension  after  the  read-aloud  of  The  Jay  and  the  Peacock  with  some  receiving <br />perfect scores. https://are.ui.ac.ir/article_15443_e411d3a9fd22dfea6946dd96c42e7064.pdf