SPECIAL EDUCATION
Adapting the Question Answer Relationship Strategy
for Middle School Students with Intellectual Disabilities
Kimberly A. Davidson
Dissertation under the direction of Professor Christopher J. Lemons
Much of the literacy research conducted with students with intellectual disabilities focuses on foundational, discrete reading skills such as letter and word identification, phonological awareness, phonics, and vocabulary. Few reading comprehension studies have been conducted for students with intellectual disabilities. The Question Answer Relationships (QAR) strategy has mixed evidence supporting its use with students who are typically developing, students at-risk of developing reading disabilities, and students with learning and intellectual disabilities. This experimental single case design study was conducted to examine the effects of instruction with an adapted version of the QAR strategy on answering text-dependent questions for students with intellectual disabilities. The participants were middle school students with intellectual disabilities who had varying levels of support needs. Three levels of scaffolding were provided in the intervention. Following intervention, each participant was able to learn the strategy steps and apply them to increase the percent of correct responses to three types of factual questions. However, students did not maintain mastery response levels after the intervention ended.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-03272017-142551 |
| Date | 28 March 2017 |
| Creators | Davidson, Kimberly |
| Contributors | Christopher J. Lemons, Ph.D. |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu/available/etd-03272017-142551/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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