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dc.contributor.authorKingham, Patricia Hope
dc.contributor.supervisorHeather Jenkins

Previous studies have shown some students with good word recognition skills and high levels of reading fluency fail to comprehend what they read.This study examined the explicit teaching of the rule based Question Answer Response (QAR) strategies to overcome specific learning difficulties in reading comprehension. Case study methods were used on five Year 4 students in Western Australia who were at different developmental levels in reading comprehension.The study revealed that within the conceptual framework of the transactional model of reading, the Question Answer Response strategies were effective in improving literal, inferential, critical and creative comprehension at varying levels for each of the five students in the study. The strategies also proved to be an effective way to teach the resolution of anaphoric pronouns that are particularly problematic for students with poor comprehension.The study indicates that the teaching of reading comprehension skills to students with reading comprehension problems through explicit rule based instruction is an important component of classroom-based instruction in the literacy learning area.

dc.publisherCurtin University
dc.subjectlearning difficulties
dc.subjectquestion answer response
dc.subjectcase study
dc.titleDevelopmental Approaches to Reading Comprehension in Children with Reading Difficulties.
curtin.thesisTypeTraditional thesis
curtin.accessStatusOpen access
curtin.facultyFaculty of Education, Language Studies and Social Work

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