The efficacy of question-answering instruction for improving Year 5 reading comprehension

Abstract

The purpose of this thesis was to capitalise upon information processing models to develop and test the impact of a question-answering intervention on Year 5 students' reading comprehension, question-answering and vocabulary performance. The study provides empirical evidence that question-answering instruction can lead to statistically significant comparisons in reading comprehension performance that favoured intervention participants compared to students completing regular classroom reading instruction. The current study involved a quasi-experimental, pretest-posttest design that targeted 267 students enrolled in 10 regular Year 5 classes across three schools. Classroon teachers implemented the intervention over 10 weeks. The application of information processing models in extant research of effective instruction in literacy and numeracy has been documented. The current intervention is the first application of this theoretical framework to a complex skill in reading comprehension, namely question-answering. Potential future applications of this instructional technology to complex cognitive skills are discussed.

Date of Award	2004
Original language	English