Question-Answer Relationship and Comprehension

TEACHERS’ PERSPECTIVE OF QUESTION-ANSWER RELATIONSHIP AND READING COMPREHENSION: A CASE STUDY by Shanomage Bailey-Henry Copyright 2018

A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Education in Educational Leadership with a Specialization in Curriculum and Instruction

University of Phoenix

ABSTRACT A complex and pervasive learning goal in elementary school is reading comprehension because reading comprehension forms the foundation for academic learning as students progress through the different grade levels. Children’s understanding and application of comprehension strategy are essential to their success as listeners, speakers, readers, and writers. Since reading comprehension is critical to students’ learning and academic performance, the aim of this qualitative case study was to examine elementary teachers’ perceptions of the use of question-answer relationship (QAR) strategy in their reading comprehension lessons. During the investigation, open-ended interview questions, observations, and document review were used to examine participants’ perceptions of the use of QAR strategy on students’ thinking, questioning, and comprehension achievement. The participants were twelve elementary teachers from grades 2-5 at a local primary school in the Cayman Islands. From the data collected eight themes were identified. The themes were as follows: (a) instructional delivery, (b) inference, (c) connections (d) effectiveness, (e) students’ thinking, (f) performance (g) comprehension, and (h) reading program. The findings revealed that QAR helped instructional delivery to be more structured, improved teachers’ questioning techniques, and enabled students to provide responses that demonstrated better higher-order thinking and understanding. The use of QAR in the reading comprehension lessons and the school’s curriculum may aid administrators, educators, and other stakeholders in making informed decisions about students’ academic achievement and teaching practice. Recommendations for including the QAR strategy in the school’s curriculum are offered to policymakers, administrators, inclusion specialists, and educators.

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DEDICATION This work is dedicated to my husband and children who supported me through this long journey. Second to my friends who listened to me and offered advice when I was overwhelmed with the different learning tasks and obstacles that I experienced during the journey. More importantly, I want to thank the Lord for his continued grace and mercy that he freely gives to me. Without the Lord’s guidance, I would not be able to find the strength or motivation to complete the journey. The work is also dedicated to my parents who ensured that I got the chance to get a good education. It is because of my background that I was able to stay focus, set goals and monitor my progress until desired goals were attained. My work is also dedicated to my sisters, brothers, aunts, and cousins who believed in me and encouraged me to focus on the finish product. The continued support and motivational talks have had a significant impact on my thought process and have enabled me to reassess my actions and demonstrate a renewed effort to continue. I want you to know that your support was recognized and appreciated. I sincerely hope that God continues to direct your paths and bless your thoughts and effort.

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ACKNOWLEDGEMENTS First, I would like to extend my sincere gratitude and appreciation to my Chair, Dr. Casey Reason for his continuous support and advice during my doctoral journey. It is because of your support and feedback that I was able to remain motivated, stay on task and gain additional knowledge in the development of my dissertation. I am grateful that you stayed with me and provided feedback in and out of class. Second, I would also like to acknowledge my Committee members Dr. Patricia Penn and Dr. Carol Woehler who supported me and provided specific descriptive feedbacks that have enabled me to improve the quality of my paper. I recognize that I was not the most competent learner but you have demonstrated patience and provided advice to help me along. I would also like to thank Dr. Susan Young who helped me obtained approval from the local Human Research Ethical Board. Without your consistent efforts, I would not be able to continue my study. Finally, I would like to say thanks to the participants who sacrificed their time to participate in the study. Without you, the research process or my doctoral journey would not have been possible. Thank you, one and all for believing, supporting and offering your time and willingness to cater to my academic needs.

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TABLE OF CONTENTS

Contents

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List of Tables ..................................................................................................................... xi List of Figures ................................................................................................................... xii Chapter 1: Introduction ........................................................................................................1 Background ..............................................................................................................3 Problem Statement ...................................................................................................6 Purpose Statement....................................................................................................8 Importance of Study.................................................................................................9 Rationale of the Study............................................................................................10 Theoretical Framework ..........................................................................................11 Alignment ..............................................................................................................14 Research Questions ................................................................................................15 Operational Definitions ..........................................................................................16 Study Contribution .................................................................................................17 Assumptions...........................................................................................................18 Limitations of the Study.........................................................................................20 Delimitations ..........................................................................................................21 Summary ................................................................................................................21 Chapter 2: Review of Related Literature ...........................................................................23 Criteria for Articles, Research Documents, and Journals ......................................24 Question-Answer Relationship Strategy ................................................................25 Struggle with Comprehension................................................................................27 vi

Importance of Inference in Reading Comprehension ............................................33 Importance of Developing Comprehension Skills .................................................34 Aligning Question-Answer Relationship to Metacognition and Bloom’s Taxonomy……………………………………………………………………..….35 Question-Answer Relationship and Comprehension of Expository Texts .............37 Teacher Resistance.................................................................................................40 The Value of Collaborative Coaching ...................................................................42 Importance of Addressing the Gap in Literature ...................................................43 Historical Perspective of Case Study .....................................................................44 Philosophical Underpinnings .................................................................................46 Summary ................................................................................................................47 Chapter 3: Methodology ....................................................................................................49 Methodology and Design Appropriateness ............................................................50 Research Design.....................................................................................................52 Design Appropriateness .........................................................................................54 Design Overview ...................................................................................................55 Interviewer and Researcher as Primary Instrument ...............................................56 Research Questions ................................................................................................57 Sample ...................................................................................................................58 Sample Criteria ......................................................................................................59 Access to Site .........................................................................................................60 Instrumentation ......................................................................................................61 Data Collection ......................................................................................................65

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Data Analysis .........................................................................................................68 Credibility and Consistency ...................................................................................72 Ethical Considerations ..........................................................................................74 Confidentiality ...........................................................................................74 Beneficence ................................................................................................74 Autonomy ..................................................................................................75 Justice.........................................................................................................75 Informed Consent.......................................................................................76 Securing and disposing of Information ......................................................76 Summary ................................................................................................................77 Chapter 4: Results ..............................................................................................................78 Preparation of Data Collection...............................................................................79 Recruitment of participants ....................................................................................80 Collaborative Coaching Sessions...........................................................................80 Participants .............................................................................................................83 Data Collection Methods .......................................................................................83 Observations ..............................................................................................85 The Interview .............................................................................................86 Research Questions ................................................................................................87 Data Analysis ........................................................................................................87 The Observations .......................................................................................87 The Interview Process ................................................................................92 Research Findings ..................................................................................................93

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Before the Intervention ..............................................................................94 After QAR Strategy ...................................................................................95 Demographics ............................................................................................96 Interview Findings .....................................................................................98 Emergent Themes ..................................................................................................98 Theme 1: Instructional delivery .................................................................99 Theme 2: Inference ..................................................................................101 Theme 3: Connections .............................................................................102 Theme 4: Effectiveness ............................................................................103 Theme 5: Students’ Thinking...................................................................104 Theme 6: Performance .............................................................................106 Theme 7: Comprehension ........................................................................106 Theme 8: Reading program .....................................................................107 Summary ..............................................................................................................108 Chapter 5: Conclusions and Recommendations ..............................................................110 Discussion of Findings .........................................................................................112 Students’ Work ....................................................................................................113 Interview Questions .............................................................................................114 Results of Analysis ..............................................................................................114 Data Conclusion ...................................................................................................116 Theme 1: Instructional delivery ...............................................................116 Theme 2: Inference ..................................................................................117 Theme 3: Connections .............................................................................118

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Theme 4: Effectiveness ............................................................................119 Theme 5: Students’ thinking ....................................................................120 Theme 6: Performance .............................................................................121 Theme 7: Comprehension ........................................................................122 Theme 8: Reading Program. ....................................................................123 Alignment between Results and Literature ..........................................................124 Recommendations for Educational Leaders ........................................................126 Recommendations for Future Research ...............................................................129 Researcher Reflection ..........................................................................................130 Summary ..............................................................................................................132 References ........................................................................................................................134 Appendix A: Observational Protocol ...............................................................................159 Appendix B: Recruitment Letter ......................................................................................161 Appendix C: Interview Questions ....................................................................................162 Appendix D: Informed Consent .......................................................................................165 Appendix E: Permission Letter ........................................................................................167

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LIST OF TABLES Table 1:

Observation Guidelines…………………………………………….. …...88

Table 2:

Participants Demographics……………………………………………....96

Table 3:

Major Themes……………………………………………………………99

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LIST OF FIGURES Figure 1:

Bloom’s Taxonomy……………………………………………………… 13

Figure 2:

QAR Strategy .............................................................................................81

Figure 3:

QAR Steps ................................................................................................82

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Chapter 1 Introduction At the primary level, an essential objective of reading instruction is to help students attain the skills needed to read the grade-level text and apply comprehension skills to interpret and understand what is read (Scull, 2010). Reading comprehension is an intricate task that involves interrelated and codependent linguistic processes that require a variety of diverse skills (Branum-Martin, Foorman, Francis, & Mehta, 2010; Garcia & Cain, 2014; Lanning, 2009). Artis (2008) noted that the essential elements of reading comprehension involve skills in reading text fluently and having prior knowledge and vocabulary to interpret the content. Similarly, Artis noted that reading comprehension includes skills in using reading strategies that improve understanding, ability to reason and decipher information in given text, and the inclination to understand and learn from books. Naniwarsih (2010) also indicated that children with reading comprehension problems often lack the vital cognitive skill of inference. When students are not actively engaged in the instructional process, they may not apply the requisite skills, nor will they be inclined to attain additional skills and knowledge. Graesser (2015) confirmed that being able to read and understand is one factor that contributes to students’ success or failure in school. Naniwarsih (2010) noted that utilizing effective instructional strategies in school is one way for improving reading comprehension. Kinniburgh and Shaw (2009) postulated that the question-answer relationship QAR) strategy is useful in aiding students to navigate expository texts. According to Van den Broek, Kendeou, Lousberg, and Visser (2011), questioning helps readers create a logical format of the book by directing the readers’ attention to

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identifying and forming coherence. Graesser (2015) stated that reading would not only help students in arranging their ideas and identifying facts while reading, but also equip them with the requisite skills to comprehend the entire text. The outlined viewpoint indicates that the attainment of reading comprehension is a required skill that is needed to experience academic success in school. The qualitative descriptive case study examined elementary teachers’ perception on the use of QAR in reading comprehension lessons. Goldenberg (2008) suggested that reading is multifaceted and that lack of practice will hinder students from finding the structure in the text that will identify critical thought relationships. Identifying thought relationship is evident in the classroom as teachers and assessment results indicate that students lack necessary comprehension skills that impact essential thinking skills. At the elementary level, one of the critical concerns in reading comprehension is the assumption that teachers provide students with suitable reading comprehension strategies that will develop students’ thinking and understanding. The QAR strategy has the potential of providing alternative ways of helping teachers direct students to a higher level of comprehension mastery (Bos & Vaughn, 2012). Since few studies involve elementary teachers, the dissertation study examined elementary teachers’ perceptions of the use of QAR in their reading comprehension lessons. The participants in the study were a set of elementary teachers from grades 2-5. By exploring the utilization of the QAR strategy, insights gained may add valuable information to existing literature on the importance of QAR strategy to reading comprehension. Also, the information may serve as a reference tool in providing needed resources that will enable students to gain the knowledge they need to make informed

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decisions and increase students’ reading ability and academic performance. Also, the information gained may further expand research in the area of QAR and comprehension. Chapter 1 begins with background information establishing the need of the research study in elementary education reading comprehension classrooms. Chapter 1 also outlines the problem statement, the purpose of the study, the importance of the problem, and the rationale for the study. Chapter 1 also contains the theoretical framework, alignment, research questions, meanings of relevant terms related to the study, assumptions, limitations, and delimitations of the study, and a summary of significant points presented. Background of the Problem Gutek (2001) stated that educational perspectives and reform represented multiple directions. In the 21st century classroom, teaching is as dynamic as the process of learning itself, as adjustments are implemented according to the needs of students and the society. Ness (2011) indicated that limited high reading comprehension skills among students is an important issue in schools. The outlined viewpoint suggests that it is crucial that educators explore and integrate multiple approaches to cater to the needs of the diverse learning population. The Cayman Islands school setting was chosen for the study because the government, along with the education department, has implemented measures where both private and public schools in the Cayman Islands are required to raise students’ achievement and show yearly progress using nationally mandated tests (National Education Data Report, 2011). However, with all the reports and attempts to reform the education system, students’ test scores are not on the rise (National Education Data

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Report, 2011). According to the National Education Report, approximately 35% of the students are performing below the grade level on national tests. To address this problem, teachers in the Cayman Islands have implemented different strategies to curtail students’ learning deficiencies so that educators can attain the desired learning target of having students achieve 100% proficiency in reading comprehension across grade levels. Bell, Mladenovic, and Segara (2010) suggested that teachers need to consistently engage in reflective practices and implement strategies that will address students’ learning deficiencies. According to Dana and Yendol-Hoppey (2009), teachers’ wonderings and questions come from their observations and difficulties experienced within the learning environment. This viewpoint implies that if students are to obtain a job in the current workforce, competency in reading comprehension is important. Educators need to utilize the strategies that are necessary to minimize students’ weaknesses. The difficulty with reading comprehension is a global issue common among youths and adults alike. Parker, Hasbrouck, and Denton (2002) indicated that children and adults often experience difficulties with reading comprehension because they do not understand words and the relationship between sentences. Boyles (2012) asserted that comprehension problems exist even among children who are good spellers and decoders. Indications are that children with reading comprehension problems often lack the vital cognitive skill of inference (Newmonic, 2011). Every child can learn, every child must learn, is the theme that governs the Cayman Islands Department of Education. With each passing year, stakeholders in the educational arena have been using various techniques as an impetus to have students

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perform in tangent with the theme of the education system. The National Education Data Report (2011) indicated that 22% of girls at the elementary level performed below the desired grade level in literacy test which mainly focuses on reading comprehension while 33% of boys achieved below the grade level. Based on the report, more than 30% of the students in the Cayman Islands need to master the literacy test that is a prerequisite for students’ promotion to another grade level. With the focus on the results of standardized tests, the consensus is that administrators and educators at the elementary level recognize that students across all grades manifest low levels of comprehension skills (National Education Data Report, 2011). The report indicates that students who read at the instructional level and above the grade level demonstrate the inability to comprehend text adequately. Students’ failure to interpret the text is a constant concern for teachers and other stakeholders (Boyles, 2012). To address the concerns in Cayman Island, selected teachers are sometimes called to attend workshops and seminars within and outside of the school environs. Roberts and Billings (2012) indicated that the goal of the seminars and workshops is to equip teachers with the requisite skills to improve teaching and students’ comprehension abilities. Often, these workshops expose teachers to various comprehension techniques and strategies that may help to defeat this pervasive problem. The outlined statistics in the National Report and the consensus of teachers confirm that reading and understanding text are significant components in enhancing comprehension skills. The use of QAR may aid administrators, educators, and other stakeholders to implement measures that will help students to develop their comprehending skills.

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Problem Statement The lack of high reading comprehension skills among students is a significant issue in 21st-century schools (Ness, 2011). Evidence revealed an increased agreement between administrators and educators about the different skills that serve as the groundwork for reading and writing (Goldenberg, 2008; Newman, 1996). Newmonic (2011) and Naniwarsih (2010) indicated that children with reading comprehension problems often lack the vital cognitive skill of inference. Newmonic (2011) outlined three problems that are found to be deterrents to children constructing meaning from texts. First, some children are unable to decode words or hold the information long enough in working memory for processing. Second, some children seem to lack the adequate vocabulary, grammar, and syntactical skills needed to organize and interpret written messages. Third, some children are not able to access higher order thinking skills. The problems are also prevalent among Caymanian children as data revealed that only 33% of the students were successful in Reading at the end of the elementary level (National Education Data Report, 2011). The general problem is limited high reading comprehension skills among most students in 21st -century schools (Ness, 2011). Vacca, Vacca, and Marz (2011) postulated that the QAR strategy has the potential for allowing students to construct meaning from texts as they determine how to use useful sources to answer specific questions. According to the National Institute of Child Health and Human Development (2000), a crucial goal of reading comprehension is to identify effective reading techniques that improve children’s understanding.

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The use of QAR enables students to decipher between questions and answers that are text-based and questions and answers that focus on cognitive processes (Raphael, Highfield, & Au, 2006). Adams and Engelmann (1996) noted that most students have difficulties interpreting textual meanings. As a result, direct instructions are needed to address comprehending problems. The particular problem is that most students at the elementary level demonstrate limited knowledge in accurately understanding written materials, making connections between information from text and prior experiences, and being able to reflect on what was read to form reasonable conclusions. Brown-Chidsey and Steege (2005) confirmed that difficulties in understanding text contribute to individuals’ inability to comprehend meanings of words, make inferences, and recognize connections between content presented in the reading material. Despite different forms of instruction, some students are unable to attain the reading skills needed to read and comprehend text efficiently (Ness, 2011). Without the acquisition of the outlined skills, students will not become better readers (Grasser, 2015). To address students’ reading problems, students’ learning needs, and improve pedagogy, teachers must provide the necessary support and implement teaching strategies that might promote students’ learning. Since the QAR language indicates that answers can be found in the text as well as from students’ prior knowledge and experiences, students need to understand both sources to improve their comprehension skills (Taylor, 2008). With the focus on this viewpoint, a descriptive case study was needed to explore and examine elementary teachers’ perceptions of the use of QAR in their reading comprehension lessons. The data from the study may help to alleviate some of the problems associated with reading

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comprehension. The results may also provide information that might improve teaching practices and assist educators in their quest to increase students’ academic performance. Purpose Statement The goal of descriptive case studies is to describe an individual, group, or event under investigation (Yin, 2014). A descriptive qualitative case study was chosen to collect detailed narrative using multiple data sources: published online articles, books, previous dissertations on the QAR strategy, and interviews to construct meaning to the particular problem of the study. The focus of the descriptive case study was to examine elementary teachers’ perceptions of the integration of the QAR strategy in reading comprehension lessons. Newmonic (2011) indicated that children with reading comprehension problems often lack the vital cognitive skill of inference. In light of this viewpoint, another aim of the study was to understand teachers’ perception of the connection between the QAR strategy and students’ ability to make a reasonable inference. Based on the perceptions of the teachers, leaders and policymakers will have evidence-based data to use for identifying instructional tools that can be used to improve students’ reading comprehending skills. The goal of the research was to answer the research questions and sub-questions that the participants were asked. The study sample consisted of 12 elementary teachers from a local school in the Cayman Islands. The data reflected teachers’ perceptions of the integration of the QAR strategy in the different reading comprehension lessons. The participants’ insights might be beneficial in helping teachers and administrators in developing effective instructional activities that may enhance students’ reading comprehension. Educational leaders and

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policymakers may also benefit from emerging themes and may gain insights to develop reading programs and research-based techniques that are specific to the Cayman Islands. Importance of the Study Case studies emphasize a specific situation, incident, or phenomenon and collect meaningful information about a person, group, or community (Yin, 2014). The viewpoint indicates that a case study describes an actual situation involving a decision or a problem to be solved. The research study was crucial because the focus was on the use of a research-based strategy, as teachers transformed instructional practice to integrate the QAR strategy in specific reading comprehension programs. The insights gained from the research may be pertinent since the study points to the potential of the QAR strategy particularly within the primary education system in the Cayman Islands. Also, the information gained from the participants may be vital to educators and administrators alike as teachers may be better aware of the impact of the new methodology. The implementation of a new method may enable teachers to acquire the requisite skills that are needed to implement multiple teaching and learning strategies. The use of the QAR strategy may also empower students to gain the necessary knowledge to make informed decisions that will feed-forward their learning. The findings from this descriptive study could provide added information and expand the dimensions of existing literature on QAR strategy and comprehension. The study may also serve as an impetus for more in-depth research on the effects of the QAR strategy within Cayman Islands classrooms. The study was feasible since the results could inform policymakers decision to include the QAR strategy in the curriculum using literacy instruction or a reading comprehension program. Education stakeholders may

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also use the study as a source for greater understanding and appreciation of the QAR Comprehension strategy in promoting the development of comprehension skills among the students The Rationale for the Study The ability to read is one factor that affects students’ academic performance in school. Wilson and Lonigan (2010) postulated that being able to read and interpret information is fundamental to students’ academic performance. At the primary level, literacy test incorporates three areas: word recognition, reading comprehension, and writing. For students to experience success, students must attain mastery in all three areas. However, students who often falter do so in reading comprehension. Interestingly, not all students who fall below the mastery line exhibited poor reading skills (Bond & Tinker, 1973). The reason for this prevailing trend could be in harmony with the sentiments of some literacy specialists who believe that students are unaware of multiple teaching strategies. Vacca, Vacca, and Mraz (2011) noted that “students who struggle with text are usually unaware of strategies that will help them more effectively comprehend and make meaning” (p. 197). Oyerokun (1993) confirmed that teachers need to use suitable methods and learning materials in the instructional process. The implication of this statement suggests that once teachers know appropriate comprehension strategies, students will gain the requisite skills to comprehend while engaging with the text. The exposure may further enable students to improve comprehending skills, communication skills, and learning outcomes.

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Theoretical Framework Learning is an incredibly complicated human process (Karpicke & Roediger, 2008). Improving meaningful learning by incorporating QAR into the instructional design is essential to this research study. The most prominent theory associated with this research study is cognitive learning theory. Leedy and Ormrod (2010) indicated that cognitive learning theory focuses on how people think. If individuals are to demonstrate knowledge, the use of the brain is vital as individuals use the brain to think and learn. Vygotsky (1978) noted that with adequate cognitive processes, learning is quicker, and new knowledge stays in the memory for more extended periods. Cognitive Learning Theory Question-answer relationship (QAR) strategy exemplifies the cognitive learning theory because prompts and questions can activate students’ episodic memories and access prior knowledge. The QAR strategy incorporates Vygotsky’s psycho-social interactions “where children gain incremental cognitive and holistic development through cooperative learning, group centers, and social activities with the more capable other” (Raphael et al. 2006, p. 37) as opposed to competitive and teacher-dominated learning. Vygotsky (1978) believed that “human beings have the capacity to assess and interpret the significance of events or phenomenon modifying meaning as needed” (p. 90). QAR is a metacognitive strategy centralized on teaching students how to consider and categorize a variety of questions based on the type of answer they require. The use of the cognitive learning theory was used in the outlined study as students got learning opportunities to interpret given texts. Vygotsky noted, “Learning is a necessary and

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universal aspect of the process of developing culturally organized the human psychological function” (p. 90). Education Broadcasting Corporation (2004) indicated that teachers must provide the necessary support system to students and implement instructional strategies that involve problem-solving and inquiry-based learning activities for students to create and explore their ideas, make inferences, and share thoughts in the learning environment. Educational Themes The theoretical framework for this research focused on two educational themes: teachers’ resistance to new methodology and the implementation of a successful reading comprehension strategy program at the elementary level. Patton (2015) stated that “the original meaning and influence of patterns and themes can shed light on what is important to people, what will be resistant to change, and what should be changed to move in a new direction” (p. 113). The outlined viewpoint indicates the necessity of using multiple methods to collect information from the perspective of elementary teachers on the use of the QAR strategy on students thinking, questioning, and comprehending skills. By focusing on elementary teachers within the different reading comprehension lesson, the researcher got a chance to obtain first-hand information and be better able to understand the perceptions and behavior of people involved in making decisions to enhance student achievement in reading comprehension. Bloom’s Taxonomy The research study also integrated Bloom’s Taxonomy of higher-order thinking. Bloom’s Taxonomy focuses on levels of learned behaviors (Bloom et al. 1956). The learned habits are in three domains which are cognitive, affective and psychomotor.

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Krathwohl (2002) indicated that Bloom’s taxonomy outlines the classification of the different ways in which individuals process information. This perspective implies that Bloom’s taxonomy is relevant to the research as it provides an avenue for students to experience data in a variety of ways that will enable them to remember information more naturally. Figure 1. The outlined pyramid describes the taxonomy.

Figure 1. Bloom’s (1956) Taxonomy The pyramid outlines the different components of learning that are at varying levels of intellectual difficulty: Level 1-Knowledge: recollection of facts Level 2-Comprehension: interpreting and understanding meaning Level 3—Application: transferring knowledge to a new situation. Level 4—Analysis: separating into different sections so that structure and comprehension is possible. Level 5—Synthesis: making connections to form a new idea.

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Level 6—Evaluation: making judgments or forming opinions. The outlined standards highlight the learned behaviors that students are expected to display. Bloom’s taxonomy is useful for implementation of the QAR strategy as the hierarchy describes the specifications that are needed to promote comprehension skills. The highlighted theories provide the foundation for the theoretical framework of this study and are of value to education reform and elementary teachers. Alignment of the Study In research, the degree to which the components of the study problem, purpose statement, research questions, and design align is critical to the soundness of the study. According to Simon (2011), alignment demonstrates interconnectedness among the elements of the study. The viewpoint indicates that alignment ensures sequence and consistency, with the problem, purpose, research questions, and other details of the study. Burian, Rogerson, and Maffei (2010) indicated that research questions endorse the aim by explicitly focusing the research purpose so that the aim acts as a catalyst in outlining the type of research design. By establishing alignment among the different sections of the study, the researcher can create and follow the roadmap and implement strategies that may result in the desired outcome. Marzano (2010) indicated that alignment is often used to characterize the congruence that must exist among vital components. The alignment of the problem statement, purpose statement and research methodology can strengthen the research study in critical ways. The different parts of the study are aligned because the study begins with the identification of the study, followed by the purpose, research, questions, and design.

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The purpose statement outlines the aim of the research design, and the anticipated contribution of academia, society, and the ideas within the particular field of study. The elements in the study interrelate as each section reflects the importance of the topic and offer a deeper meaning of the phenomena under investigation. Christenson, Johnson, and Turner (2010) confirmed that research questions direct the central inquiry of the research. With the focus on the problem statement, purpose, and research design, the study aimed to address the three research questions and provide a solution to the research problem. Research Questions The research question is an integral component of research. The research question defines the research process; it guides the arguments and inquiries, and it provokes the interests of the reviewer (Christensen et al. 2010). Research questions are also used to provide guidance on the decision about the research design and research method. Patton (2015) found that in qualitative research, study questions concentrate on the how and why of human interactions. With the outlined viewpoint, the research questions help to provide answers to the research problem and identify the specific objectives of the study. Also, the use of research questions is an integral part of understanding the unfolding lives and perspective of others. The research was directed by the following questions: R1: How do elementary teachers describe their understanding of question-answer relationship strategy? R2: How is the information garnered from the question-answer relationship strategy integrated into teaching practices?

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R3: How do elementary teachers describe their students’ responses to the question-answer relationship strategy? Operational Definitions Defining the terms used is essential for understanding the functional terms in the study. To understand the different terms used in this study the meaning of each term will ensure that the terms used are used appropriately. Creswell (2014) found that defining words improves accuracy and understanding in research. The following terms will assist with providing understanding and meaning of the terms used in this research study. Comprehension. Carlisle, Kelcey, Berebitsky, and Phelps (2011) postulated that the process of constructing meaning and understanding is the essence of reading. Comprehension is a holistic act that depends on experiential background, the reason for reading and the context provided (Rasinski, Padak, & Fawcett, 2010). The ability to draw inferences is a prerequisite of comprehension (Elbro & Buch-Iversen, 2013). The research focused on teachers’ perception of students’ response to the QAR strategy as it relates to students’ ability to comprehend given texts. Strategy. Cramer (2004) opined that “a strategy is a plan designed to achieve a particular outcome” (p. 510). Rasinski et al. (2010) noted that explicit strategy instruction could improve students’ understanding and comprehension. The viewpoint indicates a need for students to learn self- regulating strategies. Question-Answer Relationship. Question-answer relationship strategy is a comprehension strategy that “makes explicit to students the relationships that exist among the questions asked, the text, and the reader’s prior knowledge” (Vacca et al. 2011, p. 200). The QAR approach uses both narrative and informational texts

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(Bainbridge & Malicky, 2000). The QAR strategy has two broad categories for setting questions, in the book (which require text-based answers) and in the head (which need knowledge-based answers). Bainbridge and Malicky noted that these categories are further sub-divided, each having two sub-sections; applying cognitive processes and using the text as well as the writer and reader, and in the head. The strategy also relates to the taxonomy of questions (Bainbridge & Malicky, 2000). Throughout the study, the acronym QAR will be used interchangeably for the question-answer relationship strategy. Study Contribution Rasinski, Padak, and Fawcett (2010) stated that explicit instruction in comprehension could relinquish the difficulty students face with understanding. Therefore, the findings may become an asset to other education practitioners, primary school teachers, and literacy specialists in their quest to combat the challenges students experience in comprehension. The insights garnered from this study may provide insights into QAR strategy particularly, within the primary education system in the Cayman Islands. Thus, results of this study could improve professional practice and students’ academic success. The research findings can also contribute to and expand the dimensions of existing literature on the use of the QAR strategy. The research can also serve as an impetus for a more in-depth study on the effects of the QAR strategy particularly to teaching and learning in the Cayman Islands and the broader educational community. Lastly, the results of the study can also inform policymakers’ decision to include the QAR strategy in the curriculum using literacy instructions.

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Assumptions Assumptions are beliefs and ideas that individuals believe are true. Leedy and Ormrod (2010) posited that assumption provides the foundation to develop theories and research instrument and impact the advancement of the research process. Patton (2015) noted that qualitative research answers the why and how questions. Assumptions in research are out of the control of the researcher and are necessary to the research study because they drive the research problem (Simon, 2011). The outlined viewpoint indicates that research relies on some primary assumptions about what is sound research and which approach is appropriate for the collection of data for the study. In a case study, many assumptions exist. The primary assumption of the qualitative descriptive case study was that all of the participants taught reading comprehension strategies and would utilize the QAR strategy in their instructional delivery. A second assumption I made was that participants would demonstrate integrity and honestly answer the interview questions. Dishonesty in participants’ responses could be the result of apprehension that confidentiality would not be maintained. To maintain the principles of research, participants were ensured in writing that participation and responses were confidential and the anonymity was practiced. Shamoo and Resnik (2009) indicated that the validity of the results depend on the level of honesty and openness. Patton (2015) noted that interviews facilitate free flow of ideas and participants are encouraged to respond according to personal preference. With regards to the interview questions, I also made the assumption that interviews would help me to obtain information that assisted with identifying themes that were authentic. To obtain

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rich data, it was crucial for participants to think about the questions and provide meaningful responses. Thorough exploration of the phenomenon was the objective of the study. Another assumption I made was that the participants were qualified teachers with years of experience in the teaching profession. Likewise, I made the assumption that the teachers provided factual data that uncovers reasons for low reading comprehension among students at the elementary level. Equally important, I made the assumption that conducting this study would be beneficial to researchers, policymakers, and other educational leaders. Similarly, I made the assumption was that respondents would not talk to other subjects or colleagues about the study. Vogt (2007) noted that professionals often speak to one another about teaching practice, but when subjects communicate a reduction in measurable effects may exist. Since qualitative research answers the why and how questions, I assumed that the information collected from the participants would provide clear and specific detailed information that was related to the study. According to Creswell (2014), qualitative research enables researchers to use an inductive logic or reasoning and analyze the topic within its context. Based on the outlined viewpoint, another assumption made was that I would work with the details and specific information from the study before generalizing. Similarly, another assumption was that I would describe the context of the research in detail. Patton (2015) found that the influence of the researcher may affect the validity of qualitative research. With the outlined viewpoint, the assumption that I could influence the setting or the participants in the study was a consideration. From the data collected, a

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description of the QAR strategy and teachers’ views of using the strategy in reading comprehension lessons were provided. Another assumption that I made was that participants voluntarily agreed to participate in the study and that the participants understood the importance of maintaining confidentiality and anonymity in research. The final assumption was that a qualitative descriptive case study approach was the most appropriate research method for the study. Limitations of the Study Limitations are happenings or things that the researcher cannot control (Simon, 2011). Limitations of case study include issues with reliability, validity, and generalizability (Hamel, 1993). In conducting descriptive case studies, the researcher aims to collect data about the characteristics of a particular population or phenomena (Hamel, 1993). One limitation in doing this type of research was that the study described the event rather than predicted future behavior. A second barrier was that bias of the data leads to difficulties in determining validity and reliability of approaches in information. The research only included the twelve elementary teachers that participated in the study. Therefore, another limitation was that teachers in the Cayman Islands follow the National curriculum and used specific textbooks along with supplemental text to develop and improve teaching concepts. Likewise, teacher resistance to new instructional methods might negatively affect the instruction of the QAR strategy because of limited professional development and academic schedules. The final limitation of the design is that detecting or preventing researcher induced bias may be difficult. Hence, data or results may be invalid or portrayed from

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the researcher’s viewpoint. Since, the researcher plays an instrumental role in the information collected, another weakness is that the design is subjective. Delimitations Delimitations are factors that determine the scope and determine the parameters of the study (Simon, 2011). Delimitations are within the researcher’s control. Jackson (2008) suggested that qualitative research occurs in the natural setting of the participants. All of the participants who volunteered to participate in this qualitative case study received consent forms to sign. The twelve elementary teachers represented the sample population. Results of the qualitative case study will be shared with the entire school population and may provide a suitable reading comprehension strategy that may increase students’ comprehension ability at all grade levels Summary Teachers, through a collaborative effort, and planning can create an atmosphere that promotes critical thinking and academic success (Fang & Schleppegrell, 2010). If students are to interpret and understand information in the text, students must be familiar with reading comprehension strategies. The attainment of information and communication skills is crucial to students’ learning. Kennedy and Kennedy (1996) indicated that resistance comes from attitudes, behaviors, and acceptance. Teachers’ resistance to the implementation of reading comprehension strategies may come from lack of adequate training in reading comprehension strategy instruction. The qualitative descriptive case study aimed to examine elementary teachers’ understanding of the use of QAR in their reading comprehension lessons.

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Chapter 1 outlined the background and issues with reading comprehension. Included in Chapter 1 is a discussion of educational practices, the lack of students’ achievement in reading comprehension, and the need for a suitable reading comprehension strategy that can become an integral part of instructional practice at the elementary level. The problem and purpose statements clarify the focus that the qualitative descriptive case study took regarding QAR strategy and reading comprehension within the learning environment. The nature of the descriptive qualitative case study is a synopsis of the research design that applies to the study. Chapter 2 contains related literature concerning reading comprehension.

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Chapter 2 Review of Related Literature The purpose of the qualitative case study was to examine elementary teachers’ perceptions of the use of the QAR in their reading comprehension lessons. Chapter 1 outlined the background and issue with reading comprehension. Included in Chapter 1 is a discussion of educational practices, the lack of students’ achievement in reading comprehension, and the need for a suitable reading comprehension strategy that can become an integral part of instructional practice at the elementary level. The problem and purpose statements clarify the focus that the qualitative descriptive case study took in regard to QAR strategy and reading comprehension within the learning environment. The nature of the descriptive qualitative case study is a synopsis of the research design that applies to the study. Chapter 2 contains related literature concerning reading comprehension. The section also outlines and summarizes the pertinent existing research on the topic under investigation. A thematic approach was utilized to review the literature. The qualitative approach addressed the QAR strategy; students struggle with reading comprehension, the importance of developing comprehension skills, aligning the QAR strategy to metacognition and Bloom’s taxonomy. The study also explored QAR and comprehension of expository texts, teacher resistance, and the value of collaborative coaching. The chapter also addressed the gap in the literature, the contribution from a methodological perspective, and the relevance of population and context in education. Garcia and Cain (2014) noted that reading is essential to students’ academic performance in school and their success in life. The outlined viewpoint implies that

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struggling readers are at a disadvantage when they cannot construct meaning from text. Allington (2012) confirmed that struggling readers also encounter negative consequences, and as students advance through the grades, the learning gap between students who read well gets wider. Ness (2011) noted that when students experience challenges in understanding from the initial stage, closing the reading gap becomes more difficult. An examination of existing reading comprehension instruction and literature on reading comprehension strategies indicates a need to explore other reading comprehension strategy instructional methods that cater to students’ learning modalities and involve learners in the reading comprehension process (Boyles, 2012). With the focus on the outlined viewpoints, one can conclude that teachers must understand students’ learning needs and expose students to reading comprehension strategies that will enable them to access content area specific concepts (Bos & Vaughn, 2012). Criteria for Articles, Research Documents, and Journals Chapter 2 is a review of relevant literature to the study of question-answer relationship strategy and reading comprehension. Information includes attributes of an elementary school, educational practices, and teacher resistance. Hirschauer (2010) implied that the level of authority and trustworthiness evident in scholarly sources contribute to the overall quality of the research product. With the viewpoint in mind, the information in the literature review was taken from peer-reviewed journals, articles published in academic journals, books, databases and government documents. To search the literature to gather original and recent sources on the use of the QAR strategy and comprehension, the examination of primary resources in journal databases was necessary.

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The used of keyword searching was also used to controlled vocabulary and searching by author or authors. This chapter also analyzes and summarizes the pertinent existing literature on the topic under investigation. A thematic approach was utilized to review the literature. The approach addressed the QAR strategy; students struggle with reading comprehension, the importance of developing comprehension skills, aligning the QAR strategy to metacognition and Bloom’s taxonomy. The study also explored QAR and understanding of expository texts, teacher resistance, and the value of collaborative coaching. The chapter also addressed the gap in the literature, the contribution from a methodological perspective, and the relevance of population and context in education. Question-Answer Relationship Strategy Allington (2012), Boyles (2012), and Ness (2011) found that most students who struggle with texts have not grasped the philosophy of reading comprehension. Similarly, Taylor (2008) indicated that reading comprehension instruction encourages students to read passages and then answer teacher-created questions about the text. In the same way, Durkin’s (1978-1979) seminal research noted that instructions that enable students to read and respond to related questions focus on testing, rather than instruction. Hence, students rarely receive the direct teaching of reading techniques or comprehension instruction that will foster understanding of texts. The viewpoint indicates that traditional approaches to comprehension instruction evaluate students’ ability to remember specific events within the book rather than how students understand. Advocates of this philosophy of reading comprehension asserted that reading is reasoning that entails an active search for meaning and the constructions of meaning. Therefore, as students

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engage in the comprehension process, they need to be able to recognize the partnership of the mind, text, and context (Cramer, 2004). The QAR Comprehension strategy is among many such literacy strategies that aim to improve students’ ability to create meaning from various genres of texts. For instance, QAR focuses on the interrelationship between the question, the answer, the text, and the reader’s experience. Likewise, questioning helps students to compare and contrast with the sources of information that are useful in answering given questions (Clasen & Bonk, 1990). The viewpoint indicates that questioning techniques are designed to develop students’ cognitive skills. According to Raphael, Highfield, and Au (2006), students lack the skills needed to apply the sources for locating information in the text to accurately answer required questions in school settings, although most students are familiar with questioning techniques and responding strategies from kindergarten. Similarly, Costa and Kallick (2008) indicated that question-answering instruction helps students to locate and use information from given texts. Furthermore, Clasen and Bonk (1990) noted that questioning has the greatest impact on pupils’ thinking; hence, the use of questioning techniques is ideal for the teaching and learning of comprehension. Graham and Wong (1993) suggested that the QAR strategy has the potential to increase awareness in poor and average readers. Also, the integration of the QAR strategy in planning reading comprehension lessons could aid teachers in creating a balance between lower-level questions and higher-level questions that enable students to use prior knowledge and text to formulate a reasonable response (Cummins, Streiff, & Ceprano, 2012). Likewise, Taylor, Pearson, Peterson, and Rodriguez (2003) believed that if students are aware of teaching strategies that promote answering and generating

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challenging questions, students’ understanding will improve. Equally important, Raphael (1986) indicated that QAR prepares students to find information, explain the textual detail, and recall information. QAR strategy also helps students to identify the type of questions and locate answers and monitor their comprehension level. Wilson, Grisham, and Smetana (2009) noted that QAR promotes questioning as thinking (QAT). According to Wilson et al. (2009), a question integrates three metacognitive strategies: Thinking aloud, Self-questioning, and QAR. Therefore, the methods aid active learning and enable students to remain focus and become self- driven. Also, teaching students about QAR can help students to think and ask meaningful questions while reading and respond to the text (Raphael, 1986). Similarly, the strategy allows students to identify the connections between questions and answers as they respond to questions about what they have read (Wilson et al. 2009). Okebukola and Owolabi (2007) also noted that QAR has the potential to help older students in understanding scientific ideas. Furthermore, McLaughlin and Allen (2009) postulated that the use of the QAR strategy along with other teaching strategies might enable students to identify the connection between text and experience and improve students’ academic performance. The outlined viewpoint indicates that QAR has the potential to help students better understand information from text. The Struggle for Comprehension Curtis and Longo (1999/2001) postulated that comprehension is a complicated process which involves inferential and evaluative thinking. Carrier (2006) indicated that students with minimal literacy background are unlikely to interpret materials on their own or discover teaching strategies on their own. At the elementary level, most students

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experience difficulties in reading and comprehending text throughout the different grades (Anderson, 2006; Vaughn & Edmonds, 2006). Pressley (2000) noted that the ability to identify a word, utilize prior knowledge, and reading comprehension strategies are crucial to students’ decoding and comprehending skills. Shim and Grabowski (2010) noted that comprehension is the ability to locate and integrate information about something that occurs in concrete and abstract contexts. At the elementary level, some teachers are concerned about students’ difficulty with reading. Such concerns are reasonable since studies show that students who experience reading difficulties are unlikely to gain the knowledge needed to close the learning gap (Stahl, 2004). Shim and Grabowski (2010) postulated that students who struggle with reading experience negative consequences such as grade retention, individual interventions or participation in remedial services. The outlined effects often prevent students from developing and employing techniques that support learning. Oakhill and Cain (2012) confirmed that readers who experience difficulties do not construct personal meaning and need direct reading strategies that promote comprehension and teach students how to be strategic while reading. Despite the implementation of different teaching strategies, poor comprehenders are often unaware of their difficulties with interpreting the materials read. According to Goldman and Pellegrino (2015), many teachers assumed that students would discover comprehension strategies on their own. The ability to read and understand the information in the text is the desired goal of learning. Therefore, students at the elementary level must be aware of multiple reading

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comprehension strategies that may be used to promote understanding, improve thinking skills, and provide the required knowledge to function effectively in the society. Robertson (2013) noted that reading comprehension is the ability to interpret the material. Hence, active reading comprehension results from using reading strategies to understand the text. Hall and Barnes (2017) noted that, despite being taught comprehension strategies, some students at the elementary level, might experience difficulties applying methods and skills learned to read materials in the intermediate grades. Carretti et al. (2009) noted that students who are unable to comprehend text might develop an ineffective inhibitory mechanism. Therefore, students must possess the requisite skills to decode and comprehend information read. Carrier (2006) suggested that the lack of direct instruction contributes to students’ inability to develop reading comprehension. Neufeld (2005/2006) indicated that students’ understanding of information read could be enhanced if teachers expose students to comprehension strategies. Moats (2002) suggested that teachers need to teach students print specific skills if students are to develop and improve thinking and comprehending skills. The outlined viewpoint implies that poor reading comprehension contributes to student’s failure to utilize reading strategies. Chittenden and Salinger (2001) stated that teachers’ inability to identify and develop comprehending skills had a negative impact on utilizing effective strategies. Therefore, by using comprehension strategies, students can acquire knowledge from texts that they are not able to attain from personal experiences (Cantrell et al. 2010; Stahl 2004). If teachers expose students to a myriad of comprehension strategies, students will

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be better able to explore learning avenues and eventually discover and state in their own words responses to essential questions. More importantly, by teaching multiple comprehension strategies, educators will be better able to accurately predict students’ ability to respond to comprehension questions written at different levels of cognitive demand. Teachers need to utilize instructional strategies that develop skills that enable readers to connect with context and self-assess understanding toward meaning from the text (Cantrell et al. 2010). Likewise, research conducted on effective reading comprehension strategies identify thinking operations readers employ when locating meaning from text (Hall, 2012; Keene & Zimmerman, 1997; Pearson & Fielding, 1991; Pressley, 2000; Pressley, Block, & Gambrell, 2000). Readers who are unaware of the intricacies of reading comprehension struggle. For students to develop and improve reading comprehension skills, teachers must incorporate reading strategies that will enable students to become self-directed learners by reading, assessing and monitoring their understanding of information read (Vaughn & Fletcher, 2012). The outlined viewpoint indicates that if teachers adopt instructional practices that are more compatible with an emphasis on learning students’ comprehending skills will be improved. The findings from Ramsay, Sperling, and Dornisch (2010) confirmed that exposing students to comprehension strategies can improve students’ comprehension level. Ramsay et al., (2010) experimented with university students. The study examined students’ knowledge of history texts. In the study, Ramsay et al. (2010) used elaborative interrogative (EI) and the main idea comprehension strategies. The result showed that

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sufficient understanding encompasses thought processes that provided meaning by identifying connections among the different sections of the text, literal and inferred, personal knowledge, and experience (Ramsay et al. 2010). Rasinski, Padak, and Fawcett (2010) noted the necessity of students becoming purposeful, independent learners. The researchers indicated that explicit instruction in comprehension could relieve students of the struggles they face with reading comprehension. Although a broad cross-section of pupils has difficulty in comprehending some texts, the use of comprehension strategies could combat such challenges. Therefore, to address students’ comprehending challenges, educators must develop appropriate comprehension strategies that become a part of regular professional practice and dialogue. Therrien, Wickstrom, and Jones (2006) noted that the inability to comprehend identifies weakness in reading fluency and comprehension usage. In the same way, Torgesen (1998) indicated that students’ failure to read at before leaving first grade affects students’ reading ability as students rarely gain the required reading skills needed to function at their grade level. Furthermore, Avila (2010) found that struggling readers’ achievement was higher when teacher focused on high standards and implemented reading interventions that align with the students’ interests and needs. Melendez (2012) confirmed that reading interventions used with elementary students were not as useful for elementary, intermediate students and middle school students. Therefore, if educators are to improve teaching methodology and move beyond cognitively-based strategy so that students can read and efficiently comprehend text, educators must expand current perspectives on reading comprehension. Previous studies

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indicate that the QAR strategy provides an avenue for students to identify the interconnectedness between questions and answers and recognize that the response to a question relates to the question asked. Caldwell and Leslie (2005) are seminal researchers on QAR. QAR enable and empower students to differentiate among items to locate information from the text (Caldwell & Leslie, 2005). Similarly, Wood, Browder, and Flynn (2015) found that students who can identify the relationship between questions and answers may experience improvement in comprehending skills. The outlined viewpoints indicate that the use of QAR can allow teachers to plan instruction appropriately, and allow students to show evidence of achievement beyond a simple summary of knowledge. In a seminal article on QAR, Raphael and Au (2005) argued that QAR represents different philosophies, therefore, along with professional development; teachers will learn techniques that they can apply across grade levels to improve comprehension regardless of area content instructions. Also, based on knowledge garnered from the readings, the use of QAR can help teachers to plan, implement, monitor, and improve students’ reading comprehending skills. Vacca et al. (2011) noted that students’ familiarity with the QAR strategy inculcates in them the awareness and expertise necessary to locate the information needed to comprehend at the different levels of response to texts. To maximize students’ reading comprehension, teachers and administrators must plan effective reading program, lessons, and activities that target the concepts students are required to know, and the skills students must master (Graesser, 2015). The insights from the various resources indicate that the question-answer relationship, along with other strategies, helps with reading

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comprehension. However, no specific literature outlines the sole use of the QAR strategy in enhancing students’ comprehension skills. Importance of Inference in Reading Comprehension The ability to make reasonable inferences is the foundation of reading comprehension. According to Elbro and Buch-Iversen (2013), inference in reading comprehension is considered to be information that is retrieved from prior knowledge or is developed during reading to provide information that is missing from the text. Inferencing is also the ability to use information from the text with background knowledge or experiences to make a reasonable guess. Barth et al. (2015) indicated that developing inferencing skill is a required component of reading comprehension. Likewise, Oakhill and Cain (2012) confirmed that individuals that demonstrate poor inference do poorly in reading comprehension. The outlined viewpoint implies that inferencing skills are needed for students to read examine the text and discover the hidden meaning that will improve the understanding of the text. Elbro and Buch-Iversen (2013) noted that engaging in activities that develop inference skills will enable students to make reasonable inferences when reading a text. Furthermore, Oakhill and Cain (2012) found that students that demonstrated competence in making inferences experienced better success in reading than students who were unable to make inferences. The outlined viewpoints indicate that for students to improve inferencing skills, students must be active readers who want to make sense of the text. Boyles (2012) indicated that inferring involves higher-order thinking skills, which make it difficult for most students. Elbro and Buch-Iversen (2013) postulated that inferential skills help students to learn how to think critically and ask meaningful

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questions about the text. The outlined viewpoint implies that inferencing also allows readers to expand current knowledge through reading. Since the ability to make inferences is essential to being a good reader, teachers must employ teaching strategies that enable students to make reasonable conclusions. According to Graesser (2015), teachers can develop students’ inferencing skills by, decoding print, vocabulary building, questioning, and making explicit the structure of stories. The outlined viewpoint can be useful in guiding teachers in approaches that focus on texts and textual features that can influence inferencing. Importance of Developing Comprehension Skills The importance of acknowledging and practicing proper reading instruction in elementary grades is necessary to develop and enhance students’ comprehension skills. Pressley (2006) suggested that processes and knowledge contribute to reading comprehension. For students to process information, students must be able to interpret, draw reasonable conclusions, and apply comprehension monitoring. In contrast, learning focuses on deciphering meanings and information of the content in the reading material. The outlined elements provide the basis for exploring current trends in instructional reading comprehension research. Reading comprehension impacts students’ reading development and affects their ability to obtain an education (Hall, 2012). The U.S Department of Education indicated that 69% of eighth-grade students are not able to read for meaning or understand the words in grade-level texts. Wanzek et al. (2010) noted that most students at the elementary level lack the necessary grade-level reading skills as research studies revealed that 69% of fourth graders are unable to read at the proficient level while 36% are not able to read the basic level. Vaughn et al. (2011)

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confirmed that poor readers experience difficulties in recognizing and understanding words and their meanings, making connections with the text, and lack prior knowledge that helps with comprehension. An adequate progression of comprehension skills for upper elementary is essential for students’ success in all future educational endeavors. Sweet and Snow (2003) stated that understanding is critical to elementary students because understanding propels learning and forms the basis for further learning. Guthrie et al. (2004, 2006) and Van Keer and Verhaeghe (2005) found that the use of different strategies in instructional delivery can improve reading comprehension. Perfetti and Stafura (2014) stated that reading comprehension ability affects students’ performance. Paris and Paris (2007) noted that clear teaching of reading strategies could improve comprehension skills. Torgesen (1998) postulated that children must develop and demonstrate comprehension skills and the ability to identify words to formulate meaning from text. If educators continue to ignore students’ reading comprehension deficits, the action can be detrimental to students’ academic success throughout schooling. Aligning the QAR Strategy to Metacognition and Bloom’s Taxonomy Aligning the QAR strategy with metacognition and Bloom’s taxonomy facilitates students’ higher-order-thinking and maximize learning outcomes. Similarly, Magno (2010) indicated that QAR is a metacognitive strategy centralizes on teaching students how to consider and categorize a variety of questions based on the type of answers required while Bloom’s taxonomy promotes inferential and critical thinking.

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Furthermore, metacognitive reading strategies incorporate thinking processes which direct and adjust students’ chance to interpret texts (Afflerbach, Pearson, & Paris, 2008). According to Ku and Ho (2010), metacognitive strategies could aid students’ thinking, hence establishing the relationship with the question-answer relationship strategy. Similarly, Allen and Hancock (2008) indicated that students who demonstrate proficiency in metacognitive skills could make informed decisions and choose appropriate strategies to aid comprehension. Likewise, Scardamalia, Bereiter, and Lamon (as cited in Palincsar & Schutz, 2011) confirmed that metacognition and Bloom’s taxonomy propel higher-order thinking and maximize students’ academic growth. If educators teach students how to develop and use high-level talk, thinking, and questions can result in reading development (Pressley, 2006). In fact, Taylor, Pearson, Peterson, and Rodriquez (2003) agreed that students require reading comprehension instruction that focus on essential strategies to answer and generate challenging questions. In spite of, the myriad of benefits attributed to understanding, opposing views on the advantages of comprehension instruction exists. For instance, Singer (2013) believed that the importance of content becomes futile when teachers try to equip students with tools to think about the text. Furthermore, Singer argued that reading comprehension skills cannot compensate for the lack of knowledge. Similarly, Scardamalia, Bereiter, and Lamon (1994) indicated that reading strategies tend to weaken teaching commitments as teachers tend to rely on the strategy and neglect their responsibility to spend time teaching and providing the support students need to determine the next step in overcoming learning difficulties.

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Although the outlined claims may seem justifiable, the QAR strategy can compensate for the lack of knowledge while imparting content. Besides, Bainbridge and Malicky (2000) noted that QAR relates to the categories of responses: in the book, processing and locating, writer and reader and self. This viewpoint indicates that as students engage with the information, knowledge increases, content assimilates, and critical thinking develops. Question-Answer Relationship and the Comprehension of Expository Texts Teachers use questioning techniques to elicit thinking and to direct and assess students’ learning. Armbruster, Lehr, and Osborn (2001) stated that questioning provides the opportunity for student engagement, and supports and advances students' reading level. Therefore, the importance of children locating accurate information for response is critical to comprehension development. Accordingly, Smith (1994) confirmed that "the absence of understanding is related to not knowing the relevant questions to ask or not knowing how to find the answers" (p.53). Questioning improves comprehension because it stimulates and promotes students’ thinking, enables learners to feed-forward their learning, helps students develop critical thinking while reading, helps monitor comprehension, and helps students to link textual information with prior knowledge (Armbruster, Lehr, & Osborn, 2001). Likewise, Boyd (2015) indicated that questioning is an important dimension of instructional delivery since teachers are empowered to engage students and provide evidence that determines whether students understand the content. Teachers also provide an avenue for students to monitor or self-assess personal comprehension level.

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Duke and Pearson (2002) confirmed that students’ understanding and recollection reflect the types of questions that are in their schema. If students are to attain inferential understanding, the student's question-answering response must be linked and controlled by questions that require them to use information from the text to make connections with experience or schema. Nuttal (2005) postulated that the QAR strategy could aid teachers in helping students to become strategic while dealing with given text and questions simultaneously. Similarly, Raphael and Au (2005) suggested that QAR can propel students to a higher level of literacy that enables students to integrate ideas from the text, draw inferences, critique, and evaluate. Knowing and comprehending how QAR work is essential for learning. Buehl (2013) indicated that many students are oblivious to the importance of questioning and the different thinking level questions may evoke. Hence, students rely solely on their prior knowledge regardless of the text. The QAR strategy is useful in aiding students to navigate expository texts. An in-depth study conducted by Kinniburgh and Shaw (2009) showed that instructing students using the QAR reading comprehension strategy to teach science concepts increased students’ reading comprehension of science materials. The results validated the point that QAR can advance students’ reading comprehension. Of equal importance, the findings also revealed that incorporating QAR into science instruction was an approach that assisted the students to become critical readers. This case also demonstrates the versatility of the QAR strategy in meeting the needs of students across disciplines. Students must receive instruction in reading comprehension that requires them to monitor, manage and modify their thinking, speaking, and actions by answering and

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generating higher-order questions (Taylor et al. (2003). Likewise, Raphael and Au (2005) suggested that the use of QAR in instructional delivery can help students discover and identify the relationship between the strategies, the performance task, and the questions. In the same way, Cornett (2010) confirmed that providing students with a structured approach of assessing work and multiple question inquiries can improve students’ reading comprehension. Kinniburgh and Shaw (2009) found that one potential advantage of using the QAR strategy is that the strategy impels teachers to explore higher-order questions when using the Think and Search, Author and you, and On my own categories. These discoveries echo the sentiments that the QAR strategy can help students in differentiating among questions by identifying and locating the responses. If the QAR strategy worked with science texts, the same could prove true for other expository texts. Vacca et al. (2011) found that students’ familiarity with the QAR strategy inculcates the awareness and expertise necessary to locate the information needed to comprehend the different levels of response to texts. These researchers outlined a series of steps that integrates content situations in teaching the QAR to students. If teachers correctly follow the steps, the use of QAR strategy may expand students’ capability to isolate the information sources required in response to questions. Equally important, the flexibility of the approach demonstrates variation in the different information sources and discussions. Archer and Hughes (2011) found that for QAR to be a useful part of reading comprehension, teachers must provide specific and detail feedback on the type of questions asked, how to locate the information, and how to respond to the questions.

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Therefore, critical analysis of the literature provides substantial evidence that the QAR is a different strategy that, when skillfully implemented, can alleviate some of the challenges students face with expository texts. Furthermore, expert use of the QAR strategy can intensify students’ understanding of texts in the expository genres. Teacher Resistance Resistance is the primary pre-condition for teachers’ learning because this indicates that teachers lack the knowledge and competence needed for the change. McCoss-Yergian and Krepps (2010) postulated that resistance to teaching reading comprehension strategies could result in nearly eight million adolescents reading below grade level. Squires and Bliss (2004) noted that “all teachers bring to the classroom some level of beliefs that influence their critical decision making” (p.75). This viewpoint indicates that teachers’ thought processes and professional disposition affect their teaching practices. Lanning (2009) identified two problems teachers might have with implementing new educational programs: a) fear of change and b) uncertainty learning new pedagogy. Reed (2009) agreed that resistance to teaching new reading comprehension strategies occur because some teachers may not receive adequate guidance for teaching comprehension strategies and are unable to comprehend research-based reading instructional comprehension methods. Since teachers’ attitudes towards the implementation of new methodology within the classroom are dependent on personal disposition, teachers’ beliefs in the method will impact instructional procedures in the classroom (Freedman & Carver, 2007). Reed (2009) revealed that teachers’ attitudes

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toward integrating reading comprehension in their instructional delivery are the fulcrum of reading comprehension and the achievement at the elementary level. Similarly, Garrett and Segall (2013) argued that resistance in a pedagogical sense is used as a tool to keep the dialogue at the level of conversation to exchange ideas. In the same way, if educators embrace resistance as a way of working through learning to think about integrating a new reading comprehension strategy, such thinking may result in significant knowledge. Based on the outlined viewpoints, teachers are fundamental to school reform since such reform require a change in beliefs and practices at the classroom level. Since teachers are considered the centerpiece of educational change, reform efforts such as the implementation of the QAR strategy must involve teachers. Elmore (1996) confirmed that if a change is to occur, reforms within the school must address the core processes of the instructional delivery. Likewise, Terhart (2013) noted that to overcome resistance reformers must develop and facilitate the use of educational knowledge. Therefore, accommodate changes of instructional practices; teachers must be educated on the changes to get an agreement on problems, directions, and solutions. According to Terhart (2013), without adequate support and training, instructional approaches to raise the quality of teaching and students’ learning will be futile. Hence, for the QAR strategy to be effective, teachers must express a willingness to participate in school reform and instructional development. Furthermore, when new teaching methods are implemented in a school, it is imperative that staffs can collaboratively work together to share evidence about practice and try out new approaches (Garrett & Segall, 2013). Based on the fact that teachers respond to school in multiple ways, educating teachers

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about the changes in learning activities, and providing opportunities for involvement can allow the teachers to buy into the change effort and assume responsibility for the product. The Value of Collaborative Coaching Research provides information on how to assist students in comprehending; minimum research focuses on the actual implementation of such instructions. But, it is highly crucial that teachers are competent in the execution of comprehension instruction so that students comprehend the learning goals. Smikle (2010) admitted that many teachers do not manifest the correct mindset or the necessary training to scaffold students into becoming capable readers. The ripple effect of the deficiency can impede students’ writing and thinking process, thus, negating students’ progress in becoming responsible learners (Tan, 2017). Therefore, students’ inability to become responsible learners is an indication that teachers need to know various comprehension strategies. Even more critical, educators need to be equipped with the pedagogical skills to reap the benefits. Smikle (2010) noted that workshops are designed and implemented to expose teachers to various literacy strategies that can improve professional practice. While the methods focus on students’ success, what happens after the workshops cannot be overlooked. Collaboration among teachers during the implementation of strategies can be even more rewarding. Cassidy, Jones, and Potrac (2009) suggested that collaborative coaching is a process of inquiry and discovery that enables individuals to develop competencies and take action to ensure desired goals. Collaborative coaching is specifically intended to foster teachers’ development and adaptation of new practices in the classroom (Cassidy, Jones, & Potrac, 2009). In the same way, Mangin and Dunsmore (2015) found that adjustment is possible since the

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collaborative coaching process involves observations, followed by feedback conferences. During the conferences, the teacher and the coach can analyze the data together, and isolate the merits and demerits of the delivered instruction. Furthermore, the coach can also use guided questions to aid the teacher in reflecting, with the aim of making the needed adjustments in line with students’ needs (Mangin & Dunsmore, 2015). Importance of Addressing the Gap in Literature The central phenomenon in this study is the use of QAR in propelling students’ comprehension level and learning experience. Raphael, Highfield, and Au (2006) noted that some students fail to develop the requisite skills needed to apply the sources for finding information to questions asked in school settings. Wilson, Grisham, and Smetana (2009) identified the interconnectedness between QAR and Questioning as Thinking (QAT). QAT integrates “Thinking Aloud, Self-Questioning, and QAR all of which empower students, make them active participants, and self-directed learners” (Wilson, Grisham, & Smetana, 2009, p.20). Okebukola and Owolabi (2007) outlined the use of QAR in assisting secondary pupils in learning scientific concepts. Equally important, different experts in education have confirmed the probability of using QAR with different reading approaches to enhance students’ metacognitive performance (Alvermann & Phelps, 1998; Boyd, 2015, and Marzano, 2010). The insights garnered from the different resources outlines that the QAR, along with other strategies, have been used to help with reading comprehension. The gap in the literature is that no specific literature focuses on the sole use of the QAR strategy for improving students’ comprehension skills.

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Questioning leads readers to higher-level thinking and understanding of text since individuals are both thinking and interacting with words (Draper, 2012). Menzies, Mahdavi, and Lewis (2008) outlined that teachers must be cognizant of the components that are needed to develop and implement effective reading instruction that will promote reading comprehension skills in students who are experiencing difficulties. Roberts, Torgesen, Boardman, and Scammacca (2008) noted that some students that exhibit learning deficiencies and will need individualized teaching strategies that promote reading and comprehending skills. Since the students are the primary stakeholders in the education system, teachers have the core responsibility for “causing greater confidence, feelings of efficacy, and creative direction in learners” (Marzano, 2010, p.11). For this reason, Howlett (2015) noted that the onus is on educators and policymakers to stay abreast of educational trends and implement strategies that will assist teachers in addressing the learning needs of students who are struggling to read. Historical Perspective of Case Studies Sociology and anthropology are responsible for the development of the case study approach. Case study research was the research primary tool for the advancement of scientific research. Zonabend (1992) noted that the first generation of a case study developed in the 1900s was in the discipline of anthropology. Zonabend (1992) stated that case studies focus on the observation, description, and interpretation of the phenomenon under investigation. Van Maanen (1988) posited that the initial generation of case studies was developed in the Chicago school of sociology and implemented in the university community.

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The second phase of a case study approach emerged in the1960s. Glaser and Strauss (1967) indicated that grounded theory was the first research approach. The development led to the interconnectedness between qualitative methods and quantitative data analysis approach. Glaser and Strauss (1967) indicated that results from the inductive methodology utilized detailed procedures to analyze data. From the development of grounded theory, Yin used logics from naturalistic inquiry and combined it with qualitative methods. Since then, case study methodology has focused on eclecticism and pragmatism. Case studies focus on the collection of in-depth information about a person, group or event (Yin, 2014). “Case study strategy has five components: the study’s questions, its propositions which reflect on a theoretical issue, its unit(s) of analysis, the logic linking the data to the propositions, and the criteria for interpreting the findings” (Yin, 2014, p. 20). Yin noted that case studies are mostly used to identify and interpret underlying principles and can include quantitative evidence. According to Merriam (2009), the case study has no preferred way of collecting data, but the significant focus is on explanation and description. Merriam confirmed that descriptive case studies are literal in the findings of the research, and its reference. The specific case also highlights the difficulties of a situation and presents information from multiple perceptive and sources in different forms (Merriam, 2009). With regards to data collection, Merriam indicated that interviews are the preferred method. Stake (1995) indicated that case studies capture personal thinking and experiences. Stake also believed that case studies focus on understanding natural settings by observing and interpreting personal experiences. Stake further confirmed that case

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studies are ideal when the focus is on comprehending the required skills and convincing others of facts. Philosophical Underpinnings Stake (1995) and Yin (2014) believed that case studies incorporate a constructivist approach. Similarly, Searle stated that constructivism is built and linked to persons’ interpretation of reality. Furthermore, constructivists believe that one’s perception determines the truth. The outlined viewpoint indicates that QAR strategy and constructivism are interrelated as QAR enables individuals to link prior experiences to new reading and learning and make a reasonable inference that aligns with the information given in the text. In the same way, constructivists acknowledge the personal human creation of meaning but are also cognizant of some level of objectivity. Crabtree and Miller (1999) postulated that an advantage of the constructivist approach is the relationship that is developed between the researcher and the participant while providing time for them to tell their stories. By allowing participants to relate personal stories, participants get ample opportunities to describe views of reality. Likewise, Shapira-Lishchinsky (2015) found that constructivists believe that learning is constructed by working and collaborating with others. Since the use of the QAR strategy requires learners to build new knowledge based on current and past knowledge and experience, participants have an opportunity to think about the new information and formulate deeper meanings (Shapira-Lishchinsky, 2015). Also, the time spent with participants enable the researcher to understand better the participants’ actions and interpretation of their environment.

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More importantly, Scott (2011) noted that the constructivist perspective, participants are encouraged to initiate involvement by exploring personal questions and curiosities about the QAR strategy rather than waiting on the researcher. With the viewpoint in mind, participants can pursue questions and problems with others and help students to extend new learning in multiple ways. Lastly, from a constructivist perspective, the reality in the classroom is constructed individually and different individuals construct and impact a collective reality (Scott, 2011). Summary Research of traditional educational practice in reading comprehension instruction emphasizes the implementation of rote learning, as well as the dependence on word recognition through decoding and memorization. Reading is a scientific process that creates meaning from print. Students need multiple texts and enough opportunities to read and apply meaning to given disciplines. Reading comprehension requires the reader to construct meaning as the reader monitors their reading progress through metacognitive practice (Graesser, 2015). The outlined literature provides evidence-based information on the use of the QAR strategy in enhancing students’ comprehending skills. The common themes are that reading strategies are essential for students’ reading comprehension and the reading instruction. Another common idea is that QAR along with other reading strategies motivates students to read the text and improve understanding. Since research literature indicates that comprehension is complex and multifaceted, students demonstrate inefficiency decoding reading materials which lead to reading comprehension difficulties.

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The information garnered from the readings provide insights into the struggles students experience with reading comprehension and the factors that contribute to word reading. Also, the standard and different views presented in the literature review can be used as a source of reference to direct the study and collect information about the QAR strategy. Lastly, the selected literature revealed that using appropriate reading strategies can be beneficial to students reasoning and questioning skills. The gap in the literature is the opposing views on the enhancement of comprehension and the particular reading strategy that will result in students demonstrating higher-order thinking and understanding of given reading materials. Since the literature does not outline a suitable reading strategy for enhancing students’ reading comprehension achievement, the use of the QAR in teaching reading comprehension may provide an avenue for teachers to establish a learning environment where students might have the learning opportunity to construct meaning from text. Chapter 2 summarizes pertinent literature related to reading comprehension and the QAR Strategy. Included in the chapter were elements of the reading comprehension process, application of QAR strategy and teacher resistance towards the implementation of the new methodology. Chapter 3 outlines the design of the study, the questions guiding the research, the sample population, method for collecting, and data analysis.

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Chapter 3 Methodology The purpose of this descriptive qualitative case study was to examine elementary teachers’ perceptions of the use of question-answer relationship strategy in their reading comprehension lessons. The study was also designed to discover and understand teachers’ perception of the effectiveness of the QAR strategy as an intervention in reading comprehension. The results from the study helped to increase the awareness of the impact of the question-answer relationship strategy on students’ thinking, questioning, and comprehending skills. Purposeful sampling was used to gain access to the participants and to conduct interviews and collaborative coaching sessions on the question-answer relationship strategy. According to Draper (2012), qualitative approaches are useful in understanding conscious and unconscious behaviors. Chapter 3 provides a detailed analysis of the research approach and design introduced in Chapter 1. The discussion begins with the purpose of this qualitative case study and reasons for the implementation of the QAR at the elementary level. The research questions defined the study. The three open-ended research questions may provide valuable information on the implementation of the QAR strategy in teaching reading comprehension. Chapter 2 summarizes pertinent literature on reading comprehension and the QAR Strategy. Included in the chapter were elements of the reading comprehension process, application of QAR strategy and teacher resistance towards the implementation of the new methodology.

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Chapter 3 outlines the population, sampling, data collection method, data analysis, and credibility as well as consistency in the study. The researcher also included ethical considerations for the participants. The conclusion of Chapter 3 summarizes the essential points presented throughout the chapter. Methodology Appropriateness Qualitative research aims to describe and understand social events and behavior through firsthand experience and the use of meaningful contextual data (Patton, 2015). The qualitative research design was appropriate for the case study instead of quantitative or mixed method research design because qualitative research design allows the depth of understanding needed to gain insight into the use of the QAR strategy on students thinking, questioning, and comprehension skills. In a qualitative research study, the chosen method depends on the research objectives and available resources. Shuttleworth (2008) stated that by investigating the social behavior of a problem, grants ecological validity that takes place in a particular setting complimented by reporting, not as a specific finding as expected in quantitative research, but to generate possible leads and ideas on a broader scale that could contribute to future studies. The type of study design has significant implications for data analysis and the kinds of inference and interpretation made. Merriam (2009) argued that qualitative methods focus on understanding constructed meaning. Qualitative methods depend on the researcher’s capability to retain and interpret information, respond to cues, and make adjustments when new data are discovered.

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Domegan and Fleming (2007) indicated that qualitative research explores and discovers issues about a current problem because there is not enough information about the problem. Also, Creswell (2013) outlined that qualitative research methods aim to identify and interpret patterns of behavior by defining the intentions, beliefs, attitudes, and values to make actions and behavior meaningful. Maxwell (2005) indicated that qualitative studies are vital for understanding the meaning that participants give to situations and the interpretations for lives and experiential backgrounds. Qualitative research takes place in the natural environment of the participants (Jackson, 2008). Merriam (2009) noted that the researcher is the primary instrument of data collection and data analysis. The onus is on the researcher to actively engage in the situation, listen to the viewpoints of participants, and make sense of the multiple interpretations. According to Merriam (2009), in qualitative research, the researcher plays a significant role in developing an understanding of the research surroundings through the description of what happens. This viewpoint implies that “qualitative result is the investigator’s an understanding of others’ views filtered through his or her own” (p. 23). Hammersly (1992) claimed that although no conflict exists between qualitative and quantitative research studies, qualitative research approaches are geared towards social interaction continuums and gathering information from natural settings to determine how a particular phenomenon could be significant in a more substantial setting. In the research study, teachers were interviewed and observed in their classrooms, and the data analyzed for teacher concerns about new methodology and teacher behaviors in the implementation of the QAR strategy. The teachers’ perceptions

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of students’ responses to the teaching strategy, and data created and collected by the teachers were also examined. Since making correlation was not the focus, explaining a cause-and-effect phenomenon, or analyzing numerical data, quantitative or mixed method research design was not a consideration for the study. Research Design The purpose of this descriptive case study was to examine elementary teachers’ perceptions of the use of the QAR strategy in their reading comprehension lessons. Yin (2014) noted that a case study design corresponds to the qualitative method because the research questions ask what and how and the focus of the questions is a group of individuals. Merriam (2009) revealed that a case study applies to the different field of disciplines that include medicine, social studies, law, and education. Gillham (2000) indicated that a case study is an investigation that seeks to answer research questions that provide different pieces of evidence from the case settings. Yin confirmed that the case study approach is appropriate in circumstances where environmental conditions of the event are important and where the events are beyond the researcher’s control. The case study is used to look at individuals, a group of participants or a situation to form a conclusion about in particular context (Leedy & Ormrod, 2010). Christensen (2004) noted that case studies are used to describe and analyze an event or situation that incorporates data from different sources. These sources include interviews, documents, survey results, and archival records. According to Christensen (2004), there are different types of case studies:

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1. Intrinsic or Descriptive: Detailed information about a particular individual, organization or situation explored for the purpose to obtain a better understanding of that specific case. 2. Collective: Involve the study of different individual cases. 3. Instrumental: Conducted to gain insight into issues or to refine some theoretical explanation. Case studies are essential in describing the events, as well as, providing insight and understanding of a specific phenomenon. Yin (2014) stated that although case studies can be limited because the cause of an event does not identify with any degree of certainty, they do allow multiple realities so that meaning can be constructed to conduct future research on that topic. By focusing on the interpretive nature of the investigation and the type of research question, the application of the case study methodology was considered the ideal because it provides a structured way to gather data, interprets information, and report the results. The procedure of the case study provides detail information that led to a better understanding of the problem. Merriam (2009) postulated that the descriptive case study outlines the intricacies of the situation, and presents information from multiple sources. The descriptive case study also provides different participants’ perspectives, uses various data collection techniques, and provides an avenue for the exploration of the QAR strategy within the learning environment. The outlined viewpoint indicates that selecting and using the descriptive case study is considered ideal for the study.

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Design Appropriateness A case study is an approach to research that focuses on gaining detailed information about a particular event or situation at a given time (Yin, 2014). Case studies can either be qualitative or quantitative in design or a combination of both. Yin noted that case studies focus on details of a specific situation or story that relate to the research within the context. Other approaches to research this topic were not appropriate mainly due to the critical data analysis this study requires. Patton (2015) stated that phenomenology is a study of an individual or group‘s conscious experience of a shared phenomenon. Moustakas (1994) noted that the goal of phenomenological inquiry is to identify the shared experience that explains the differences in this particular learning experience. In other words, phenomenology examines how a group of people reacts to a unique experience and what that experience means to them. In a descriptive case study, instead of reviewing the reactions of a single event, there is a detailed description of the group of people, organization, or development under investigation by multiple sources. Madison (2005) indicated that ethnography approach enables the researcher to explore and interpret social interactions, perceptions, and behaviors that occur within groups, organization or communities. Ethnography is appropriate when there is a problem, but the researcher does not know where to start or understand the problem or its solution. Although descriptive case studies typically do not investigate particular people in their geographic culture, ethnographic research operates on a geographic pattern of behavior, customs, and daily life rituals in that culture.

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Finally, when the focus is to develop a theory or explanation of a process, grounded theory is used. Parry (1998) indicated that grounded theory is appropriate when opinions about a phenomenon are limited or non-existent. The grounded theory does not begin with a central question as in case studies since the first step is the collection of data using multiple methods. Since the case study focused on the use of QAR strategy on students’ thinking, questioning, and comprehension skills at the elementary level, a descriptive case study was optimal for interpreting data from different sources to answer what, how, and why students’ experience difficulties in comprehension. Design Overview Case studies are ideal when the investigation focus is on the “close examination of people, topics, issues, or programs” (Hays, 2004, p.218). Yin (2014) argued that depending on the purpose, case studies explored using three types of design: exploratory case studies, explanatory case studies, and descriptive case studies. Case studies that explain the context of a study that has not been studied are known as exploratory studies. Yin indicated that in exploratory case studies “fieldwork and data collection are undertaken before the final definition of study questions and hypotheses” (Yin, p.6). Explanatory case studies focus on causal investigations. Merriam (2009) indicated that explanatory case studies scrutinize data and consider all of the details to explain the phenomena in the data. In explanatory case studies, the information obtained is used to form a theory and test the theory. Finally, a descriptive case study investigates events, people or community and outlines details of the experience (Stake, 1995). Yin (2014) noted that descriptive case

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studies provide answers to questions and provide a complete picture of what happened. The descriptive case study was chosen for this study because one of the goals of all case study research is to provide rich insights into events and behaviors. The primary purpose of the study was to examine elementary teachers’ perception of the use of the QAR strategy in their reading comprehension lessons. Second, descriptive case studies provide clear understanding of given situations. The descriptions of teaching and learning explored throughout the process may provide new information on the theoretical construct under which reading comprehension lessons operate. Also, the data garnered from the study may add valuable information about the QAR strategy and its place in education. Interviewer and Researcher as Primary Instrument In qualitative studies, the interviewer is considered the primary instrument for data collection and data analysis. The researcher was responsible for making sense of the multiple interpretations. Merriam (2009) indicated that the researcher or interviewer has a pivotal role in developing an understanding of the research surroundings through the description of what happens. As an educator at the elementary level, one is cognizant of the challenges that students experience with reading comprehension. The researcher’s role is viewed both as emic and etic. Emic means that the researcher is a teacher, hence, is part of the teaching profession, but etic implies that the researcher is not a member of the population under investigation. As an outsider, asking probing questions was necessary to get an understanding of the strategy used in reading comprehension classes. Also, the data collected was interpreted about students’ learning or response to the QAR strategy.

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Since the focus of the research was to examine elementary teachers ‘perceptions of the use of QAR in their reading comprehension lessons, the researcher had an opportunity to engage participants in discussions and interviews. Through interactions with the participants, personal understanding was developed through non-verbal as well as verbal communication. A Greater understanding was also developed by examining process information, clarifying and summarizing materials, and checking with participants for the accuracy of interpretations. Hamel (1993) noted that in a qualitative study, data collection depends on the competence of the researcher. The outlined viewpoint implies that, as the primary instrument in undertaking data collection, some elements are necessary, which include listening attentively, asking probing questions, and accurately interpreting the answers. The ability to comprehend and provide valid results involves having adequate knowledge about the issues and suggestions of the case study and being able to investigate and engage in the research without any pre-conceived notions. Research Questions Research questions guide the research study. A research question outlines the entire process; guides the arguments and inquiries, and stimulates the interests of the reviewer (Christensen et al. 2010). Research questions may arise from a difficulty that is experienced in a professional context or from the need to improve students’ learning. Lipowski (2008) purported that a research question is a particular, difficult question addressing an issue or problem that form reasonable conclusions based on the interpretation of evidence. In other words, a research question is a statement that develops from what is known to the unknown and requires endorsement. Lipowski

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(2008) indicated that a meaningful research question empowers researchers to view matters from the vantage point of the participants. The outlined dissertation examined elementary teachers’ perceptions of the use of QAR in their reading comprehension lessons. The outlined research questions were developed to guide the study. R1: How do elementary teachers describe their understanding of question-answer relationship strategy? R2: How is the information garnered from the question-answer research strategy integrated into teaching practices? R3: How do elementary teachers describe their students’ responses to the question-answer relationship strategy? Sample Population A research sample is a group of individuals or objects that have similar characteristics. The persons or things within the sample usually demonstrate commonality in characteristic or trait (Creswell, 2013). The study was conducted at a local elementary school in the Cayman Islands. Twelve elementary teachers, from grades two to five, participated in the study and provided perceptions of the QAR strategy on students’ thinking skills, questioning skills, and comprehending skills. The participants consisted of eleven females and one male. The participants’ qualification ranged from Bachelor’s degrees to Masters in primary and secondary education. In the same way, the participants’ teaching experience ranged from one year to forty years.

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Sample Criteria The sample size is an essential consideration in qualitative research. Morse (2000) indicated that no rules exist for selecting sample size. Typically, the process must continue until all information is collected. Patton (2015) stipulated that informational redundancy occurs when no further data are available from newly sampled units, and the information provided becomes redundant. Therefore, determining sample size is based on the entire population. Variation in the sample size was needed to represent the total population. Sandelowski (1995) indicated that sample size should not be too small or so large that the researcher is unable to obtain a detailed, case-oriented analysis. Twelve teachers from grades 2-5 from a local elementary school in the Cayman Islands were used to represent the total population. The number is appropriate because the sample size represents approximately 90% of the elementary grades, and this percentage reduced the chance of failure and broadened the range of possible data. The purpose of the descriptive qualitative case study was to examine elementary teachers’ perceptions of the use of QAR in their reading comprehension lessons. Interest, willingness to participate, and the area of discipline were crucial to the selection of the participants. With the choice of selection, an opportunity to focus on the teachers’ instructional delivery of reading comprehension lessons and record the learning data and experiences of each teacher was presented. In the same way, participants had multiple opportunities to teach the QAR strategy to students and observe students’ interactions and response to the strategy. According to Patton (2015), the purpose of sampling is to gather data about the population to make an inference that can be applied to the population. Since the sample

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size was purposively selected, the knowledge and experience of the participants were of paramount importance. Hence, participants’ knowledge, experience, and perspectives were specific and relevant to the topic under investigation. Likewise, the participants’ qualifications, skills, and attributes were integral to answer the research questions and the topic of the study. The responses to the interview questions also provided an in-depth understanding of the learning environment as seen through the eyes of the participants (Yin, 2014). Access to Site Obtaining access to the research field varies; depending on the kind of cases researchers might experience different reactions. Van Maanen and Kolb (1985) indicated that securing entrance to the research field is essential and should be considered in detail. Therefore, to gain access to the school, telephone calls were made as an initial communication to the organization to explain the research purpose and to identify the person in charge of the school of choice. Upon determining the appropriate person, permission was sought to research the government school system from the Departments of Education services. The Chief Education Officer also received a formal email outlining the purpose and title of the study, as well as the benefits of the research to the organization. The application form used to conduct the research as required by the Chief Education Officer had all required signatures acknowledging the term and conditions of the research. Similarly, the informed consent forms, the University Ethics Committee Approval, and the instruments were used in the study. To start the actual process, the

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documents were sent to the Chief Education Officer for review and approval. Once the papers were submitted, the review process took four weeks. Gaining access to the research site, recruiting and selecting research participants, and gaining participants’ cooperation required planning, flexibility, and commitment. Patton (2015) argued that it is important for researchers that are exploring qualitative study to spend sufficient time in the study area since the aim is to collect information on the lived experiences of the participants. With the viewpoint in mind, to gain access to the participants’ knowledge and experience, the researcher had to build a respectful, open, and trusting partnership with the participants. Furthermore, Yin (2014) noted that communication is essential both to find participants and build rapport. Based on the outlined viewpoint, the researcher maintained an open channel of communication with the participants from the initial contacts through regular emails and site visits. The establishment of a two-way communication built a relationship of trust and helped the participants to see themselves as partners in the research. Likewise, the tool of communication opened an avenue to collect the required data needed for the study. Instrumentation In a qualitative inquiry, the understanding of a phenomenon of interest from the perspective of those under study is critical to the research process. Yin (2014) noted that qualitative research relies on the interpretation that participants bring into a social construct. This qualitative descriptive case study design used three instruments which were observation, open-ended one-on-one interview, and document- related data on students’ work or progress.

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Marzano (2010) noted that observation enables individuals to learn more about particular instructional styles, class types, and students. Observation of teachers in their reading comprehension classes led to the collection of primary information on the events, behaviors, and artifacts in the social setting chosen for the study. The classroom observations entailed three primary components: pre-conference, formal observation, and post-observation conference. The focus of the pre-observation meeting was to gain an understanding of the lesson, the lesson objectives, and the teacher’s learning outcomes for students’ success. The pre-conference session set the stage for the goals that helped to propel dialogue with the teacher about the lesson observed and established proper data collection method. Similarly, arrangements were made for a meeting with the different elementary teachers after school was dismissed two to three days to obtain the required information before the formal observation lessons. Nolan and Hoover (2008) noted that observation provides an avenue for individuals to explore the instructional processes, students’ performance and engagement, and classroom practices. By investigating and observing the outlined elements in the actual observation, the information garnered may provide a better understanding of the QAR strategy, student engagement, and the organization of instructional content. The actual observation led to an active collector of data as brain, eyes, and ears were engaged in understandably organizing information. During the actual observation, an experimental protocol was used to record things heard and seen during instructional delivery, guided practice, and students’ independent performance activities (see Appendix A).

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Henson (2010) indicated that feedback provide teachers with specific guidance that allow teachers to identify strengths and weaknesses in instructional activities and encourages collaboration and reflection. The post-observation conference provided an opportunity for both the instructor and observer to engage in reflective practices about the lesson and for the observer to share the data collected. The post-observation conference was done after the formal observation of the teaching when the participants had free sessions. During the post-conference meetings, teachers also had opportunities to share perceptions about the QAR strategy and the content of the lessons. Data collected from the sessions provided information on the use of the QAR strategy in aiding students’ thinking, questioning, and comprehension skills. Leedy and Ormrod (2010) postulated that the use of observation might improve the precision of the research results, minimize the problem of depending on respondents, and help the researcher to understand verbal responses more efficiently. To ensure accuracy, an experimental protocol was used and field notes were taken during the process. The data collected during the formal observation of the actual lesson, along with the feedback from the teachers, were analyzed to identify common trends or themes. Through the identification of common trends and themes, informed decisions about the methodology and students’ comprehension level were made. The objective of conducting interviews is to collect information and interpret the meaning of the data (Roer-Strier & Sands, 2015). The interview is a vital data technique involving verbal communication between the researcher and the subject (Hoskin & White, 2013). The interview process included asking questions and getting detailed answers from the participants. Creswell (2013) believed that the researcher must

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construct questions in such a manner to keep interviewees on focus with their responses to the questions. The use of one-on-one interviews permitted the researcher to develop a connection with respondents, which allowed respondents to share thoughts freely regarding phenomena (Creswell, 2013). The comprehensive nature of the interview schedule may yield rich, categorical data that would facilitate the identification of data themes and patterns related to the outlined theoretical proposition of the QAR strategy process. The use of open-ended questioning during the interview process enabled the respondents to share personal views and experiences that provided additional information to improve the quality of the study (Creswell, 2013; Patton, 2015). The use of the interview protocol and the individual interview design guided the data collection process and led to a comprehensive data that provided insight into the phenomena of the descriptive qualitative case study design. The use of individual interviews also allowed the participants to relate personal thoughts and interpretations without any interference from other participants. To obtain the direct words of the participants, the researcher used a tape recorder during the interview process (see Appendix C). According to Creswell (2013), qualitative interview questions are useful in getting the story of participant’s experience. The 14 interview questions were sub-questions that were developed to answer the three research questions that guided the research study. Patton (2015) noted that sub-questions narrow the focus of the study. With the viewpoint in mind, the approach facilitated the interview process and act as a tool in analyzing and comparing the data. In the same way, the sub-questions were used as specific questions in the interview process to collect information on the participants’ experience and

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perceptions of the QAR strategy. Lastly, the sub-questions played a dual role in defining the areas and allowing both the interviewer and the interviewee to diverge to focus on the main idea or response in more detail. Documents were used to support and augment evidence from other sources. Yin (2014) noted that documents provide particular details to validate information from different sources and provide information that can be used to make inferences from data provided. The information from existing documents was examined to collect data for the field of study. The types of data collected included teachers’ anecdotal notes and students’ work. To ensure accuracy and provide adequate time, the participants explored the techniques for two weeks. Dana and Yendol-Hoppey (2009) indicated that collecting papers is useful because individuals can have the opportunity to analyze students’ progress or work in different ways, and to evaluate teachers’ and students’ level of productivity. The use of documents was vital for understanding the teachers’ perceptions of ideas and experiences in the reports. Documents were also readily available for analysis without the necessary transcription from observational or interview data. Data Collection Data collection is the gathering of information on a particular phenomenon of interest, in a structured manner that enables the researcher to ask specific questions, test nuances, and get an accurate picture of the area of interest. Yin (2014) stipulated that data collection for case studies relies exclusively on interviews to identify themes and everyday issues, although documents, observations, and art are options. To collect detailed descriptive information, the length of time needed was two weeks. Before the data collection process, the participants were told that participation was voluntary.

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Likewise, the aim of the study was revealed to the participants before the collection of data. Voluntary informed consent is a precondition for qualitative research involving human beings. The participants signed the voluntary informed consent document and sufficient information about the study was presented in an understandable language so that the participants could make an informed judgment about participation and the aim of the research. Also, in keeping with the principles of research, participants were educated on their rights to withdraw from the study with no explanation or consequence. Data collection for the analysis took the form of open-ended interviews, observation, and relevant documents. As a result, the participants were interviewed before, during, and after the formal observation to get a better understanding of the effect of the questionanswer relationship strategy on students’ questioning, thinking, and comprehending skills (see Appendix C). This qualitative case study incorporated 14 open-ended questions that were linked to the research problem, research purpose, and research questions to collect context-rich data from the understanding elementary teachers had about their perceptions of the question-answer relationship strategy in reading comprehension lessons. The interview process was scheduled in advance, and the questions were formulated to generate open communication. An interview protocol was also used to facilitate the data collection process. Similarly, the research questions guided the development of the interview protocol. The outlined central research questions captured the understanding or perceptions of the participants: How do elementary teachers describe their understanding of question-

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answer relationship strategy? How is the information garnered from the question-answer research strategy integrated into teaching practices? , and how do elementary teachers describe their students’ responses to the question-answer relationship strategy? The purpose of the research questions was to provide participants with an opportunity to describe the effects that the question-answer relationship strategy have on students’ reading comprehending skills. Likewise, the semi structured interview questions were constructed to encourage participants to describe their perceptions and experiences with the question-answer relationship strategy and to explain the contribution the strategy had on students’ comprehending skills. Three demographic questions were included on the interview protocol to provide background knowledge on the participants and to ensure that the participants met the criteria of the study (see Appendix C). To initiate the process, the interview was held inside of the participants’ classrooms. During the interview sessions, participants were reminder of the purpose of the interview and were asked 14 open-ended questions. After the interview sessions, audio recording and participants’ responses transcribed and imported into NVivo 11.0 were the primary means of collecting data. In the same way, a second interview was conducted to give the participants an opportunity to verify the meaning of transcription and to clarify any ambiguous information; the session lasted for approximately 30 minutes. Also, follow-up questions were asked to ensure the validity of the information given. Observation is a crucial method in qualitative research. The observation sessions were used to discover complex interaction among the participants in the natural settings.

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Observations allowed the researcher to understand the meanings that daily activities hold for people. The investigator observed teachers as they implemented the QAR strategy. Morgan et al. (2016) indicated that observation protocols are useful for collecting firsthand information. The outlined viewpoint was achieved during the observation sessions as the questions on the observation protocol were used as a checklist to identify observable behaviors during the lessons. Likewise, the answers from the observation protocol were instrumental in collecting information about the implementation of the question-answer relationship (QAR) strategy in the learning environment. By utilizing the observational methods, the researcher was able to reach beyond other means that relied mainly on self-report and make sense of observed and perceived outcomes. Also, field notes and taped interviews were used to capture the direct information that allowed the researcher to identify common themes, clarify questions, and create follow-up questions. The field notes was obtained by noting what the students were doing during the different lessons and recording the questions that the teachers asked during instructional delivery. The aim of the field notes were to capture what was occurring during the lesson without commenting on why the action was occurring or judging a particular act. More importantly, scripting was used to write down verbatim or as close to verbatim as possible what participants and learners said during the different lessons. With the outlined steps, field notes were utilized to capture talk that occurs naturally in the learning environment. Data Analysis Reeves (2007) noted that the purpose of collecting data is to propel changes in instructional delivery and students’ academic attainment and initiate changes in the

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school environment that will, in turn, benefit the school population. With the focus on the outlined view, one can conclude that data collection and analysis are fundamental components of the teaching and learning process. Dana and Yendol-Hoppey (2009) concurred that data analysis is needed to determine students’ response to the instructional approaches and the curriculum. The data analysis process continued throughout the research process. The constant revision and updates of the data were critical to the continued data analysis process. Likewise, the discovery of new patterns and emerging themes among participants’ responses contributed to the process. Yin (2014) argued that the identification of themes is a fundamental task in qualitative research. The themes and patterns were identified by manually highlighting words and synonyms that was frequently used by the participants. The word repetitions were analyzed formally and informally. In the informal way, the participants’ responses were reviewed and words that were frequently used were noted. After manually identifying the themes and patterns, the participants’ responses were imported into the NVivo software and a frequency tree or frequency list generated common words that were used in the responses. Similarly, key-words-in-context were identified and categorized. Based on the words or phrases used themes were identified by sorting the examples into groups with similar meaning. Triangulation is the use of multiple approaches to investigate a research question to gain meaning from raw data (Patton, 2015). Data from the different sources facilitate a clearer understanding of the phenomena and helped to identify commonality among the findings. Also, using multiple sources of data enhanced the inquiry and built a stronger

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case for the results as the evidence garnered identified the different sources and showed how various sources led to the same conclusions. In this qualitative case study, triangulation was used to ensure that the research was robust, comprehensive, and well-developed. To achieve the outlined goal to analyze data collected from the interviews, observation, and teacher-created data, the teachers’ responses were organized in categories by coding common themes. Strategies that supported a systematic analyzing procedure included the use of coding, triangulation, identifying similarities and differences, and a search for rival explanations (Blum & Muirhead, 2005; Miles & Huberman, 1994). Common themes were realized using computer-assisted qualitative data analysis (CAQDAS) NVivo software. NVivo, 11.0 Data Analysis Software, aided systematic coding, organizing, storing, and displaying of data (Royse, Thyer, Padgett, & Logan, 2001). The use of CAQDAS can reduce time spent considering “the data, thinking reflexively about emergent patterns and themes and develop credible conclusions that make sufficient reference to the context in which the data originated” (Atherton & Elsmore, 2007, p.69). Categories and codes identified using the software may build a theory around emerging patterns and themes (Rubin & Rubin, 2005). To ensure that the primary attributes of learning and the implementation of the QAR strategy were applied at the grade levels to inform learning and teaching, the twelve elementary teachers were from grades 2-5. Since the interview sessions provided most of the data needed for the study to understand the participants’ perception of the QAR strategy, the participants had multiple opportunities to ask clarifying questions and present feelings along with responses to

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represent the intent of the responses. By allowing participants to verify their responses reduced bias and ensured that the voice of the participants was maintained. As the analytical process continued, comparative analysis occurred as similar and different concepts adding to different dimensions were identified by comparing responses. Similarly, analysis comprised of coding raw data at different levels of abstractions to create categories. The initial process started with coding and included full immersion, delving into raw data after the initial interview, assigning labels to different sections of the data, and writing field notes. According to Corbin and Strauss (2015), as the analysis progresses data that are similar are usually coded under the same name. Based on the outlined viewpoint, the data from the face-to-face interviews were examined, analyzed, and charted for similarity in responses. By checking out the consistency of the findings generated by the different data collection methods, a deeper understanding of the research problem was uncovered. In the same manner, a preliminary broad-based coding of data to identify similar words and meanings helped to discover a variety of patterns for establishing themes and categories. Data were chosen, condensed, and translated in specific ways to align the research data with the research questions. Numerous codes were formed to focus on relevant information shared by the participants. To make comparisons, pairs of responses were reviewed and similar responses were identified and common words and phrases were used as nodes or themes. During the data analysis process, themes emerged from frequently repeated questions. Thorough record keeping, semi-structured in-depths, and the use of the NVivo software assisted in establishing reliability of the data. To facilitate the data analysis, the participants were coded P1 through P12 and responses were

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imported into the qualitative Nvivo analysis software for the identification of common themes. The eight themes identifiable themes that emerged from the data analysis were: 1) instructional delivery, 2) inference, 3) connections, 4) effectiveness, 5) students’ thinking, 6) performance, 7) comprehension, and 8) reading program. Although the NVivo analysis software was paramount in the data analysis process, efforts were made to conduct a holistic reading of the participants transcribed responses. In addition, followup questions were created to clarify misconceptions before highlighting concepts to import into the NVivo software. To analyze the information garnered from the formal observations, the observational protocol was used as a checklist to monitor observable and unobservable events during the lessons. Both observed and unobserved events were then categorized and inserted into a table to identify commonalities. The table was used as tool to capture visual representations of occurrences within the learning environment. For this study, making comparison was a strategy that was used for data analysis although other techniques including coding and patterns were done Credibility and Consistency Credibility and consistency are essential to the research process if the researcher is to establish the truthfulness, or believability of the findings (Neuman, 2003). Credibility is the ability of the research process to generate results that demonstrate straightforwardness and trustworthiness (Lincoln & Guba, 1994). The viewpoint indicates that reliability entails the bias and unbiased elements of the authenticity of the

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source. The use of interviews, observation, and students’ work played a vital role in validating the findings of the study. By examining the results from the different data collection, the researcher located commonalities or similar patterns among the results to build a strong case for the findings. Also, by exploring various approaches and outlining how different perspectives lead to the same solutions strengthened the findings and the implications for the study. To establish credibility or internal validity of the results, the researcher asked each participant to review the responses for the accuracy of representations. Data triangulation validates data and research by examining and analyzing the same information to produce understanding. Farmer et al. (2006) confirmed that the use of multiple sources requires triangulation which contributes to the credibility of research results. The employment of the various approaches to data collection may be used to reduce biases and promote trustworthiness and confirm or disconfirm previous research findings. Patton (2015) revealed that the results must provide an analytical synthesis that enables others to understand similar situations. Transferability is dependent on a researcher’s accountability in making decisions about how reasonable the transfer is (Trochim, 2006). In a qualitative study, the researcher can elicit transferability by providing conceptual lenses that will adequately outline the research background and assumptions that are crucial to the research (Trochim, 2006). In light of the viewpoint, a comprehensive description of the content of the study and the major suppositions that applied to the study were useful in establishing transferability

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Consistency is a critical component of research as the comparison between trends and results must be made to implement policy and practices. Davies and Dodd (2002) postulated that consistency determines dependability. Dependability involves accounting for all the changing conditions of the phenomena, as well as changes in the design of the study to understand the context (Davies & Dodd, 2002). For consistency to be maintained, the procedure and process must be transparent and replicable. Ethical Considerations Ethics has become the basis for conducting meaningful research. Simon (2006) noted that researchers’ ethical behavior is closely monitored to protect the rights of the participants. Yin (2014) stated that research that involves people must follow ethical principles that protect the participants. With the viewpoint in mind, the necessary measures were implemented to ensure the protection of the persons involved and that the research maintained the ideologies that support confidentiality, respect for others, beneficence, and justice. Confidentiality. Patton (2015) stated that confidentiality issues are important elements that must be address during the research process. To maintain confidentiality, at the offset of the process, the participants signed an agreement that prohibited the revealing of pertinent information about the research. Also, the codes used on data documents, and a different record that had the code of the participants was locked in another location with limited access. Similarly, the face sheets were removed containing identifiers, encrypt identifiable data, and assign security codes to computerized records. Beneficence. Leedy and Ormrod (2010) indicated that researchers could maintain beneficence by respecting participants’ decisions, employing safety measures, and

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implementing measures that preserve the participants’ well-being. Securing a research subject’s well-being reinforces the principle of beneficence. Crabtree and Miller (1999) noted that beneficence obligates the investigator to prevent harm and to increase probable benefits and reduce potential harms. To ensure the safety of the participants, the researcher educated the participants about the nature of the study; about the activities they would complete using the QAR strategy and the expected time of commitment. Pseudonyms were used to protect the identities of the participants. Autonomy. Autonomy enables individuals to think independently and flexibly in stressful situations when forming conclusions is necessary. Pitt and Phelan (2008) confirmed that teaching empowers teachers to disregard personal preferences or dispositions and provides the support and service required to meet the interest of the students. Christensen et al. (2010) noted that respect for people enables and empowers the researcher to recognize the participants’ rights know the details of the investigation. By acknowledging the rights of the participants, the researcher must respect the participants’ right to make informed decisions about study participation, and the right to withdraw at any given time. At the offset of the research process, the participants obtained and signed the informed consent which helped to maintain the ethical principle. By issuing informed consent, the participants got an opportunity to make informed decisions about the study and participation. Patton (2015) noted that by issuing consent forms, participants have a choice and are allowed to demonstrate the rights as free persons to accept or refuse involvement in the study. Justice. The principle of justice relates to the same treatment, respect, and fairness. According to Yin (2014), one of the essential components of the principle of

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justice is avoiding misuse and maltreatment of participants. In qualitative research, understanding and application of justice were demonstrated through fair and equitable treatment of the participants and recognizing personal contributions to the study (Yin, 2014). In completing the data analysis, adequate attention to the participants’ views was necessary, and if a concept would expose the contribution of a particular participant, the participant was informed and a request to use the idea was made. Informed consent. Informed consent requests the cooperation of the participants and provides an understanding towards the purpose of the study (Creswell, 2014). According to Schrems (2014), informed consent enables the participants to voluntarily agree to the treatment, intervention, or research with a clear understanding. The voluntary informed consent from participants helped to ensure that sufficient information about the study was presented in an understandable language so that the participants could make an informed judgment about participation and the aim of the research. Securing and disposing of Information. The use of codes on data documents and a separate document that linked the code to participants was kept secured in a different location with restricted access. Also, to increase security, the face sheets containing identifiers and encrypted identifiable data was removed and security codes were assigned to computerized records. Lastly, personal data and recordings were kept in a coded safe that was located in a restricted area. After study completion, the outlined data will be stored at the location for approximately three years. After three years, the paper records will be shredded and burnt, while the recorded data on tape will be erased and physically destroyed.

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Summary The purpose of this descriptive qualitative case study was to examine elementary teachers’ perceptions of the QAR strategy in their reading comprehension lessons. The case study design may provide information about the QAR strategy, enable teacher observation, and provide data that reflect students’ thinking skills, questioning skills and comprehension skills from the perspective of the teachers. In Chapter 4, preparation for data collection, data collection methods, data analysis, review of research questions, the research findings and data collection results of the dissertation are presented. In Chapter 4, emerging themes from the data analysis will also be discussed.

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Chapter 4 Results The purpose of this descriptive qualitative case study was to examine elementary teachers’ perceptions of the QAR strategy in their reading comprehension lessons. A qualitative approach using a descriptive case study design was chosen for the study because case study focuses on gathering in-depth information about people, group, community or event (Patton, 2015). Furthermore, descriptive case studies provide answers to questions and a complete picture of what happened based on theoretical construct (Yin, 2014). Qualitative studies incorporate purposive methods as opposed to random methods. Purposive sampling was used to gain access to the participants to conduct semi-structured face-to face interviews and collaborative coaching sessions on the use of the QAR strategy. The interview process took place until data saturation was reached. The target population was twelve elementary teachers from a local elementary school in the Cayman Islands. This research also included reviewing students’ work and the use of an observation protocol. The triangulation of information examined during the study was attained through data collection, data analysis, and a comprehensive review of the findings. The data analysis of responses from the face-to face interviews with the twelve elementary teachers included using the NVivo computer software to assist with the organization of data into identifiable themes. Chapter 1 outlined the background and issue with reading comprehension. Included in Chapter 1 is a discussion of educational practices, the lack of students’

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achievement in reading comprehension, and the need for a suitable reading comprehension strategy that can become an integral part of instructional practice at the elementary level. The problem and purpose statements clarify the focus that the qualitative descriptive case study took in regards to QAR strategy and reading comprehension within the learning environment. The nature of the descriptive qualitative case study is a synopsis of the research design that applies to the study. Chapter 2 summarizes pertinent literature related to reading comprehension and the QAR Strategy. Included in the chapter were elements of the reading comprehension process, application of QAR strategy and teacher resistance towards the implementation of the new methodology. Chapter 3 included a detailed description of the research method, interview process, data collection and data analysis procedure. The research questions guided the framework for the study. Chapter 4 includes preparation for data collection, data collection method, data, collection data analysis, emerging themes, and a summary. Preparation for Data Collection Collecting and organizing data is a crucial part of the research process. Patton (2015) postulated that data validates the research outcome and assist the researcher in discovering answers to required research questions. Since collecting and organizing data was an integral part of the research process, to maintain data quality, a detailed plan for data collection was essential for the completion of the study. Also, to ensure the integrity of the research process and the importance of keeping data quality, the data collection process was necessary.

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Recruitment of Participants Recruitment and retention of participants are vital to the success of the research process (Kristensen & Ravn, 2015). Upon approval from the Department of Education Services, before conducting the study, the principal was contacted to explain the details of the research and to seek permission to do the investigation in the school (see Appendix E). According to Kristensen and Ravn (2015), recruitment involves planning flexibility and collaboration between researcher and leaders at the recruitment sites. After the organization’s authorized leadership granted permission to enter the site, the participants were purposively selected by interest, willingness to participate and area of discipline. Likely participants consisted of twelve (12) elementary teachers from grades 2-5. After participants were selected, likely participants received recruitment/ introductory letters (see Appendix B)Upon receiving a copy of the recruitment letters with participants’ signatures indicating a willingness to participate in the study, informed consent forms (see Appendix D) were given to the participants to reinforce voluntary participation formally. Informed consent allows individuals to make informed decisions about the study (Gupta & Kharawala, 2012). Collaborative Coaching Sessions Collaborative coaching enables teamwork between client and coach that promotes and fosters activities that are of mutual interest and interaction. Ronfeldt, Farmer, McQueen, and Grissom (2015) confirmed that collaborative coaching is a two-way process where teachers’ strengths and weaknesses are identified, and measures are implemented to enhance instructional delivery. Concerning the outlined viewpoint, after approval was granted by the University of Phoenix Internal Review Board, the coach

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session began where teachers from grades 2-5 were engaged in a two-week collaborative coaching session. Blazer and Kraft (2015) indicated that collaborative coaching targets instructional improvement through a one-on-one relationship between a novice teacher and a more veteran teacher. Initially, the collaborative coaching sessions were supposed to last for three weeks but because it was the final month of the academic school year the period was reduced to two weeks. The two-week meetings consisted of five 45-minute coaching sessions that lasted from June 8 to June 22, 2017. The coaching sessions provided an opportunity to explore the use of the QAR strategy. (See figure 2). Figure 2. Question-Answer Relationship (QAR) Strategy

QAR

In My Head

In Text

Right There

Think and Search

Author and Me

During the collaborative sessions participants (teachers) got the opportunity to explore the question-answer relationship strategy (QAR). The QAR strategy consists of four different types of questions which falls under two categories: In-Text and in my Head.

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On My Own

Right There: The answers are in the text. The information for the question and answers are in the sentence. Think and Search: The answer is in the book, but the reader must search the book to locate the information. Author and Me: The answers are not in the text. The reader must incorporate and combine prior knowledge and information from the text to formulate a response. On my Own: The answers are beyond the text. The responses are from the reader’s experiential background knowledge of the topic. Participants received the steps that should be followed in using the QAR strategy (see Figure 3) below. Figure 3. The Steps for using the QAR. Step 1 Select an interesting text

Step 2 Write some questions from the categories: " Right There"," Think and Search","Author and Me" " On My Own".

Step 3 Explicitly teach and model Think Aloud, and ways of identifying the source of the answer to different questions. Prior reading, discuss with students how answers to questions come from multiple parts of the text .

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Step 4 After students read the text provide clear guidance about different categories of questions .

Step 5 Ask students to answer the questions and name the category that is needed to answer the questions.

Step 6 Have students share their responses with the class and provide learning opportunities for students to evaluate others' contribution by asking questions and providing reasons for categories used .

During the period, participants got multiple chances to implement the strategy in their reading comprehension lessons before the formal observations began. Since collaborative coaching is a vehicle for distributing information and gaining feedback, the five sessions were conducted to accommodate the data collection process. Participants All twelve participants responded to the fourteen open-ended questions during the semi-structured interview process. The participants eagerly provided their experiences and perceptions of students’ responses on QAR. Data Collection Methods Methods used to collect data included observations, interviews, students’ work, audio tape, and the use of field notes. Observation allows researchers to construct a comprehensive description of events and behavior that occur in the social setting of the

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participants. The classroom observations were done from June 12, 2017-June 30, 2017. The observation process entailed three primary components. The three parts explored were a pre-observation conference, formal observation, and post-observation conference. Marzano, Toth, and Schooling (2012) indicated that observation or feedback approach that incorporates the three primary components encourages practitioners to analyze critique, reflect, and revise instructional practices. The pre-observation meeting aimed to understand the content of the lesson, the lesson objective and the teacher’s expectations for students learning. The formal observation was conducted to gain insights into the structure processes and behavior that exist in the learning environment. To obtain needed insights the researcher used the ten (10) questions on the observation protocol to guide the observation process (see Appendix A). The questions on the Observation protocol provided the information about the different lessons as the responses to the questions were noted during the observation sessions. The participants were engaged in a post-conference session after the formal observation where participants got a chance to participate in conversations about the lesson and the observation process. The twelve purposefully selected participants answered the fourteen (14) openended questions through a face to face semi-structured interview process. The interviews sessions lasted from June 20, 2017, to June 30, 2017. Participants provided information about years of experience in teaching and perceptions of students’ responses to the question-answer relationship strategy (QAR). During the process, audio recording and field notes were the instrument of choice.

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Samples of students’ work were examined to determine students understanding of the question-answer relationship strategy. Two of the participants used the audio recording during the interview process. As the remaining ten participants objected to the audio recording, the researcher did note-taking and verbatim transcription of the responses from the interview. Field notes were used to ensure consistency of participants’ responses, as well as any inconsistencies during the interview process. In the same manner field notes were utilized to capture observations before, during, and after the interview process. The field notes were also used to identify irregularities concerning the time, location, or implementation of the interviews. The Observations The observation process provided a preview of what the participants did rather than what they said they did. Morgan et al. (2016) confirmed that when people are in a familiar environment, the researcher is better able to gain insights into structure, processes, and behaviors. Before the formal observation which began on June 20, 2017, participants participated in pre-conference sessions where the researcher got the chance to understand the content of the lessons, the lesson objectives, and the learning expectations. The pre-conference sessions ranged from 25 minutes to 35 minutes. The formal observations occurred within the learning environment and lasted between 45 mins to an hour. During the official inspection, the ten questions from the Observation protocol was used to record the structure and process of the lessons (see Appendix A). The post-conference sessions ranged from 30 minutes to 45 minutes. During the post-conference observation session, the ten questions were reviewed, and participants were engaged in conversations about the lesson, students’ participation, and learning

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outcomes. Participants also received feedback about the answers provided on the observational protocol. The answers were reviewed and analyzed before formulating a judgment on the effectiveness of the lesson, students’ engagement and the understanding of the QAR strategy. The Interview Rossetto (2014) indicated that interviews enable interviewers to actively listen to participants, paraphrase and probe situations to encourage meaningful discussions. Before the interview, participants were asked to sign an informed consent form to symbolize their agreement to be involved in the study (see Appendix D). The session lasted between approximately 35 minutes to 50 minutes. Nine of the interviews were done at lunchtime on the school site where the participants worked, and the remaining three interviews were held after school hours on the school site. All twelve participants were receptive to the interview process and the questions asked. Encrypted codes and pseudonyms were used to maintain confidentially and protect the identity of the participants. To analyze the reactions of the participants’ responses to the interview questions the information was imported on a chart. Also, answers were interpreted to review the literature to close identifiable gaps. The method of the NVivo 11 software supported additional analysis of the data. Saldana (2016) confirmed that the NVivo software is useful in identifying themes. The use of NVivo aided the data analysis process by identifying and categorizing common ideas or trends from the interview process. The use of the NVivo also helps with the objectivity of the researcher.

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Research Questions The qualitative descriptive research questions that guided the case study were: (R1) How do elementary teachers describe their understanding of question-answer relationship strategy? (R2).How is the information garnered from question-answer strategy integrated into teaching practices? (R3) How do elementary teachers describe their students’ responses to the question-answer relationship strategy? The outlined research questions presented an opportunity for the researcher to develop fourteen specific questions to explore elementary teachers’ perceptions of the use of QAR in their reading comprehension lessons (see Appendix C). Patton (2015) posited that qualitative research utilizes open-ended questioning methods that enable participants to express their perceptions. The study emphasized on the participants’ perceptions of the students’ responses to the QAR strategy. A qualitative software program NVivo 11 was used to identify themes from the participants’ response to the interview questions. The use of the research questions formed the basis for identifying themes useful in determining new strategies for educational decision makers and leaders to provide teachers with teaching and learning professional development seminars that will facilitate students’ learning and comprehending skills. Data Analysis The observational methods were utilized to develop insights into the teaching and learning context, events, activities, interactions, and language used. The answers from the observation protocol were instrumental in collecting information about how the question-answer relationship (QAR) strategy was implemented, independently of

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participants’ perception (Morgan et al. (2016). By utilizing the observational methods, the researcher was able to reach beyond other means that relied mainly on self-report and make sense of observed and perceived outcomes. More importantly, by inserting the questions in the table on the observation protocol and comparing and contrasting the different answers provided more information that could be used to determine the effectiveness of the implementation of QAR. Patton (2015) found that qualitative research enables researchers to develop concepts which provide a clearer understanding of common occurrence in the natural settings regarding the meanings, views or experiences of the participants. In light of the outlined viewpoint, the answers from the formal observations were charted, summarized and used as a checklist to provide solutions to the research questions (see Table 1). Table 1 Observation Guidelines Questions

Observed

Observed

Yes

No

Notes and Examples

Question 1

Yes

QAR Charts/questions

Question 2

Yes

QAR Charts

Question 3

Yes

Used QAR charts as a guide

Question 4

Yes

Most students shared prior experiences.

Question 5

Yes

Students grouped according to ability/interest.

Question 6

Yes

Participants model /provide

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examples of QAR activities Question 7

Yes

Charts and questions helped students to make distinctions.

Question 8

Yes

Passages selected were appropriate and interesting.

Question 9

Yes

Students appeared excited and actively engaged, asking and sorting questions.

Question 10

Yes

Most students ask and answer higher-order questions.

________________________________________________________________________ The outlined table highlights the feedback from the observations conducted. Twelve participants were observed in reading comprehension lessons. During the process, the ten questions were used to guide the process (see Appendix A). Utilizing the instrumentation of observations allowed access to the context and meaning surrounding what the participants say and do. Question 1: Did the teacher use the QAR strategy to engage students in reading comprehension activities? The data from the observations indicate that all of the participants used QAR charts/posters and questions to engage students in reading activities. Likewise, most of the students were actively involved in asking and answering questions. Question 2: Did the teacher explain the QAR strategy to the class? All twelve participants introduced and explained the QAR strategy to the class. The participants

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used charts, power points, and hand-outs to introduce and explained the QAR strategy to the students. Question 3: Were students able to demonstrate their understanding of the strategy? The majority of students were able to use the QAR charts and hand-outs to demonstrate an understanding of the QAR strategy. Most students were also able to use the QAR chart or hand-outs to identify the type of questions. Question 4: Did the teacher provide opportunities for students to ask questions and bring their experience to the lesson? Most of the students were eager to share prior experiences with the class. All twelve participants engaged in activities that allowed students to share personal experiences. The experiences shared were unique to the lessons and helped to enhance the learning experience. Question 5: Were the instructional delivery and learning tasks differentiated to meet students’ learning level? All twelve participants differentiated instructional delivery and learning tasks to meet students’ learning level. Most of the students were grouped according to learning ability and instructions and tasks were given accordingly. During the observation sessions, three of the participants gave additional time for some of the students to complete assigned tasks. Furthermore, other prompts were given to some students to clarify misconceptions. Equally important, the participants employed differentiation both in the process and product of the instructional delivery and performance tasks. Question 6: Did the teacher provide examples of the QAR activities? All twelve participants modeled the QAR strategy and provided examples of QAR activities that students could use as a guide during independent tasks.

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Question 7: Were students able to distinguish between text-based and knowledgebased questions? Students were able to identify and categorized questions asked by the participants. Through discussions and interactions with peers and teacher students demonstrated an understanding of questions and were able to make the distinction between text-based and knowledge-based questions. Students’ understanding was evident in all of the classes observed. Question 8: Was the text appropriate for the grade level? All of the stories and passages selected were appropriate for the grade level as students were actively engaged in the different activities and were able to read and discuss the text. Students seemed eager to share experiences and answer questions asked. Question 9: How did the students respond to the QAR strategy? In all of the classes, students reacted positively to the QAR strategy by participating in the lesson, posing and sorting questions, and completing the learning activities. Examples of students sorting questions according to the QAR categories were noted in one of the grade four class where students read the story entitled Maui Brings back Fire. During the learning activity, students sorted each question before responding. Questions asked were: 1) To whom did Maui’s mother send him? Most students were able to label question as Right There. 2) Why did Maui keep dropping the fingernails into the stream? All of the students were able to identify the question as Think and Search. 3) How did the gods rescue Maui? All of the students were able to label the question as Right There. 4) How would you feel if the fire damaged your house? Most of the students marked the question as On My Own. 5) Does having a right attitude make a difference? Why or Why not? All of the students were able to label the question as Author and Me. Students were also

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able to combine prior experiences with information from the text to their validate responses. Question 10: Were the students able to answer higher-order questions? Most students in the classes were able to answer higher-order questions. In the grade four and five classes, students were able to ask higher-order questions and provide reasonable responses to questions asked. The Interview Process The data analysis process was done to identify themes and patterns in the interview responses in regards to teachers’ perception of students’ responses to the question-answer relationship (QAR) strategy. The data from the face-to-face interviews were examined, analyzed, and charted for similarity in responses. A preliminary broadbased coding of data to identify similar words and meanings helped to discover a variety of patterns which helped to establishing themes and categories. Data were chosen, condensed, and translated in specific ways to align the research data with the research questions. Numerous codes were formed to focus on relevant information shared by the participants. The data were reviewed and analyzed to discover if the use of the QAR according to the teachers’ perspectives was effective in improving students’ thinking and comprehending skills. The data were manually analyzed by reviewing participants’ responses to identify patterns. In the same manner, throughout the interview, specific words were noted to examine connections to knowledge, students’ thinking, instructional delivery, and implementation of the QAR strategy. Scott and Usher (2011) indicated that during the data analysis process researchers should explore patterns in collected data,

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once a pattern is identified. After reviewing and transcribing the data from participants’ responses into a charted form to identify patterns, the data were imported into the NVivo 11.0 software and examined for further analysis. Qualitative data analysis software assisted in ensuring the accuracy of the results. In this study, the NVivo 11.0 was instrumental in the analysis of the data. By typing, copying, and pasting participants’ views into the NVivo software, presented further opportunity to sort, code and classified the information collected. Saldana (2016) postulated that the use of NVivo software is beneficial because it provides a more extensive analysis and different types of detailed reports than a manual review. The nodes from manual coding were imported into NVivo 11.0. Nodes are codes or themes that are related to data. After entering the nodes, axial coding was activated, and a coding landscape from the uploaded data was produced. Since the coding tree was created, NVivo 11.0 generated a list of the most frequently occurring words within the participants’ responses. Bazeley and Jackson (2013) noted that patterns and themes provided by participants are a predominant part of analyzing collected data. The data were organized and categorized using descriptors. To code given data, the software grouped participants’ responses into different sections. The outlined arrangement of the data created a pattern that helped the researcher to identify, organize, and understand the information presented. Research Findings The collection of data for the study also included the examination of students’ work. The samples of students’ work were collected by the participants to capture some of the daily activities in the classroom. The students’ work that was collected showed

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activities done in reading comprehension classes before the intervention of the QAR strategy and specific teacher–created information that was related to the use of questionanswer relationship strategy (QAR) in reading comprehension lessons. Approximately five samples of students’ work were collected from each of the grades 2-5 under investigation which resulted in a total of 50. Of the 50 work samples, 45 or 96% of the students showed mastery of the QAR strategy, while the remaining five or 4% of students demonstrated some level of understanding of the approach. The researcher also examined the work done in reading comprehension lessons before the intervention of the QAR strategy and recognized that students provided better reasons for questions asked. By comparing students’ work before the intervention with students’ work after the QAR strategy, the researcher recognized that the format of the reading comprehension lessons was similar because in both activities student received short stories with related reading comprehension questions. An example of a comparison made is below: Before the Intervention Students read a story entitled The Eagle and the Beetle. The following questions and answers were given. Question 1: What is an eagle? Students’ response: A big bird. Question 2: What is a beetle? Students’ response: A bug or an insect. Question 3: What does the word feast mean? Students’ response: Feast means to go and eat a lot of food.

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Question 4: In what ways were the Eagle and the Beetle similar? Students’ response: They are animals, they have legs, and they eat plants. Question 5: What did the Beetle do to teach the Eagle a lesson? Students’ response: The Beetle broke the eggs. Question 6: What life lesson did you learn from the story? Students’ response: Be kind to Beetles, small things can be dangerous, and Beetles are smarter than Eagles. After QAR Strategy Students read a story entitled A Moving Story. Below are the questions and answers. Question 1: How long has Marty lived in Happyville? Students’ response: Marty lived in Happyville since she was born. Question 2: How did Marty feel about moving? Students’ response: Marty despised the idea of moving because she was leaving her friends. Question 3: Did Marty’s attitude change? How? Students’ response: Yes Marty’s attitude about moving changed because she decided to try a new approach and take pictures of the things that were special to her. Question 4: Do you think that Marty will like her new home? Students’ response: Yes, she will like her new home because Washington is a beautiful place and she will make new friends. No, Marty will not like her new home because she might not get to play on the soccer team. Question 5: Why can moving to a new place be an upsetting event?

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Students’ response: Moving can be an upsetting event because you are leaving friends behind and going to a place where you have no friends and have to start your life over. Question 6: What can you learn from Marty? Students’ response: I learn that having the right attitude makes a difference and that trying new things can be a good thing. The outlined sample of students’ work indicates that teachers provided better higher-order thinking questions after the use of the QAR strategy and that most students provided better responses for given questions after the integration of the QAR strategy. Demographics During the interview process, fourteen open-ended questions were asked to satisfy the three research questions that guided the research study. The primary research consisted of 12 participants that were purposively selected by interest. To protect the identity of the participants and to ensure anonymity codes P1 to P12 were utilized to identify participants’ data collection. During the interview process, participants provided demographic information (see Table 2) while responding to the interview questions (see Appendix C). The collected demographical data were participant’s (a) years of experience, (b) gender, and (c) age category. Table 2: Participant Demographics Participants

Years of Experience

Gender

Age Category

P1

18

Female

36 to 50

P2

1

Female

21 to 35

96

P3

12

Female

36 to 50

P4

7

Female

21 to 35

P5

40

Female

50 or over

P6

22

Female

36 to 50

P7

40

Male

50 and over

P8

15

Female

21 to 35

P9

30

Female

50 and over

P10

20

Female

36 to 50

P11

23

Female

36 to 50

P12

6

Female

21 to 35

Twelve participants were involved in the study. The twelve participants consisted of eleven females and one male. The participants’ teaching experience ranged from one year to forty years. Twenty-five percent of the participants were 50 years old or older; forty-two percent were between 36 to 50 years of age while the remaining thirty-three percent of the participants fell between the ages of 21 to 35 years of age. The participants’ qualification ranged from Bachelor’s degrees to Masters in primary and secondary education. Seven of the twelve participants had studied in the United States while the remaining five studied in the Caribbean. More importantly, four of the participants had senior management roles which included head of department, grade lead teacher, numeracy coordinator and literacy coordinator. Since the school had four different classes for each grade level, three teachers from each grade level was selected. As a result, the group consisted of three grade two teachers, two grade three teachers, three grade four teachers, and four grade five teachers. Similarly, of the twelve participants five have taught all of the grade levels at the elementary level, while three of 97

the participants have taught both at the secondary and elementary levels and was teaching grades two, three and five for approximately nine years. The remaining four participants have been teaching grades two and four for one to three years. In general, the teachers who participated in the study were predominantly colored females who have taught in both general education classrooms and special education classrooms. The participants’ qualifications and professional experience were aligned with the criteria for the study. The Interview Findings Yin (2014) postulated that using open-ended questions decreases the potential for researcher bias during the interview process and increases the validity of the case study. NVivo 11 qualitative software was also used to code and evaluate the interview data. The information imported into the NVivo 11 qualitative analysis was done for triangulation purposes and to identify patterns and themes from the participants’ responses to the interview questions. The first step of the analysis process was the establishment of themes based on opening and closing open-ended interview questions. The NVivo 11 software performed a word frequency query, identified keyword phrases, and created coding strips. The coding strips were further grouped under-identified and appropriate nodes as second level nodes. Nodes are words or phrases used to categorize ideas and themes from the participants’ interview transcripts (QRS International, 2008). Emergent Themes The coded data were according to the themes and theme categories. The participants’ responses were interpreted using identified themes. The frequency of responses for each theme was calculated using NVivo 11 software. The frequencies were derived by tabulating the total number of responses and using the total to determine the

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frequency rate and the percentage of responses. The eight major themes identified were: (a) comprehension, (b) connections, (c) effectiveness, (d) inference, (e) instructional delivery, (f) performance, (g) reading program, and (h) students’ thinking. The themes originated from the commonality among participants’ responses. Participants agreed that each theme was significant to the use of the QAR strategy. The percentage rate was derived from the twelve participants that used the words and phrases repeatedly in given responses. A summary of the major themes ratings based on participants’ perception is in Table 3. Table 3 Major Themes Rate based on Participants Perception Major Themes

Percentage Rate

Instructional delivery

100%

Inference

100%

Connections

92%

Effectiveness

100%

Students’ thinking

100%

Performance

92%

Comprehension

100%

Reading Program

100%

Theme 1: Instructional delivery Participants’ perception regarding instructional delivery indicates that the QAR strategy has a positive effect on teachers’ instructional delivery in reading comprehension

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lessons. According to the responses of the twelve participants, QAR strategy is structured and provides clear guidelines that are easy to follow. All twelve participants also believed that the steps facilitated better discussions and learning activities that were engaging and meaningful to students. P1 also stated that the use of the QAR made the reading lessons and the imparting of knowledge more interesting as students appeared more focused and could identify the different types of questions that helped them to understand the text. Likewise, P2 and P3 stated that the integration of the QAR strategy created a paradigm shift in the delivery of the lesson as students were more attentive and more interested in the different activities. P3 further stated that “the strategy had a profound influence on the students as students demonstrated flexible thinking and were able to use precise language to explain their understanding of the strategy.” P3 also explained that the students were able to define the QAR terms using correct names and labels. Interestingly, P5 stated that “the QAR strategy has positively influence instructional delivery because it helps students to do the organized thinking while they are reading.” P4 also believed that the strategy improved instructional delivery as the approach was more structured and focused. P6 believed that the QAR strategy influences instructional delivery because the students readily responded to the activities and were better able to take responsibility for their learning. P6 also stated that “the guidelines from the QAR strategy enabled the students to think and communicate accurately in both written and oral forms.” Likewise, P7 noted that the QAR strategy influenced instructional delivery as the outline was organized and students were able to link all of the steps and apply past

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knowledge to new learning. P8 also stated that instructional delivery has become less stressful because students were now better able to do the organized thinking while reading which improved questioning technique during and after the reading. Equally important, P9 and P10 stated that students were excited about the strategy and were more engaged in the learning as they asked multiple questions about the strategy and were able to link the questions to the learning objective. Lastly, P11 and P12 said, “the QAR influenced instructional delivery in a good way because students are asking questions and interacting with the text.” Theme 2: Inference Inferencing is another theme identified from the participants’ responses. All twelve participants believed that majority of students were able to make reasonable inferences about the text. P5 noted that the use of QAR helped students to provide reasonable inferences because “it provides prompts that the students can use to formulate their ideas.” P7 also stated that the QAR strategy helped students make a reasonable inference about the text because students had more opportunities to listen to different views and used evidence to justify the points of views. Similarly, P1, P4, and P10 said that the QAR aids students’ thinking which further helps them to responses and ideas about the text. P10 also stated that the QAR strategy helped the students to “think about their thinking and use what they know to formulate ideas about the text.” Likewise, P2 and P8 stated that “students can listen to different responses and defend their point of views for different questions.” P8 further stated that even though the students were able to make a reasonable inference about the text and defend their point of views, the QAR strategy also enabled them to consider alternative

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points of view when other students presented evidence from the text. Interestedly, P8 also believed that the use of the QAR strategy encouraged students to develop options and alternatives which demonstrate continuous learning. In the same way, P3, P12, and P9 noted that the QAR strategy helped students to make reasonable inferences about the text especially the use of the on your Own questions. The participants further explained that because students were able to read the text, and read the categories they were better able to integrate information from text with personal experience and make better inference about the text. Lastly, P6 and P11 believed that the QAR strategy helps students to make a reasonable inference about the text because the strategy is more focus, so students can use the QAR strategy as a guide to make better responses. Theme 3: Connections Ninety-two percent of the participants believed that students used the strategy to make meaningful connections between knowledge-based questions and text-based questions. P2 noted that the students readily made the connection between knowledgebased and text-based questions because the strategy was precise and straightforward, so the link was recognizable. Of the twelve participants, eleven or ninety-two percent believed that the two different categories of questions helped students to make the connections readily. According to P6, P8, and P12, students were able to tell the difference between knowledge-based and text-based questions because of the QAR categories or question types. Likewise, P1, P3, P4, and P5 stated that with guidance from the QAR poster students were able to distinguish between knowledge-based questions and text-based

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questions. In the same way, P11 stated that students were able to use the strategy to differentiate and make connections between knowledge-based and text-based questions. P11 further added that the QAR strategy was instrumental in helping students to make connections between the different categories. P7 and P9 also noted that students were able to use the QAR strategy to make the connections between knowledge-based questions and text-based questions because the students were able to group the questions under the four different questions types. P9 noted that because students were able to label and group the different questions, they recognized the connection between knowledge-based questions and text-based questions. Interestedly, P10 thought that most students were able to make the links independently but that a few of the students needed additional prompts and assistance to make the connection between knowledge-based and text-based questions. P10 also noted that students who needed extra help and time were functioning below the grade level. Theme 4: Effectiveness All twelve participants mentioned that QAR was effective in enabling students to ask questions, identify answers, and remain actively engaged in the lesson. P5 and P6 noted that the strategy was effective in developing reading comprehension skills because the guidelines were focused and allowed the students to explore the different questions that were required higher-order thinking. P5 also stated that the strategy was student friendly, so students were able to make sense of the instructional process and demonstrate a clearer understanding of the text P8 also posited that “the QAR demonstrated effectiveness because the method incorporated the elements of reading and allowed students to develop and write questions

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that challenge the author.” Likewise, P10 and P12 said that the QAR was effective because students had multiple opportunities to search for answers and bring their prior knowledge to the learning. Similarly, P1, P3, and P7 noted that the QAR strategy enabled the students to be actively engaged in discussions and take responsibility for their learning. According to P7, the QAR strategy was also effective because students were able to use the QAR chart to monitor and self-assess their learning using the success criteria More importantly, P2 and P4 stated that “the strategy was effective because students got the chance to question the author and brainstorm ideas about the text.” P9 and P11 also found that the QAR strategy was effective because students were able to think beyond the text and use their mind’s eyes to visualize the text. P11 further stated that through the use of the QAR strategy students were able to reflect on their learning and develop better comprehending skills. The different questions and the nodes that were reference coded indicated that all twelve participants shared the view that the QAR was an effective strategy. Theme 5: Students’ Thinking All twelve participants agreed that the use of the QAR strategy positively impacted students’ thinking and questioning skills. P1 and P2 said that the QAR strategy positively impacted students because they were able to construct questions about the text and provide reasonable responses. P3 stated that “the use of the QAR strategy impacted students’ thinking and questioning skills because the students were able to pose meaningful questions that helped to close the gap in their learning.”

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Similarly, P4 and P5 noted that the QAR positively impacted the students because the students were able to lead out in class discussions, bounce ideas off each other and formulate questions about the text that was meaningful. P6 also stated that the QAR impacted students’ learning because the students were able to respond to questions asked and widen the scope of their learning by providing plausible explanations to the different problems. More importantly, P6 believed that the students were able to provide supporting evidence for ideas given. In the same manner, P7 and P8 stated that the QAR strategy had a significant impact on students’ thinking and questioning skills as students were asking questions and finding solutions. P8 further noted that “the strategy helped the students to ask questions more strategically and with greater interest and challenge.” P7 also noted that students’ thinking improved because “the students were able to explain their thinking, provide the solution, and then describe the reasoning process that brought them to such conclusions.” P9 believed that the QAR had a tremendous impact on students’ thinking and questioning skills because students were able to ask questions that were from different levels and were able to engage in meaningful dialogue that demonstrated an understanding of passage read. P10 also believed that students’ thinking was improved because students were better able to think actively about the text and pose questions that were related to the text. P11 and P12 also shared similar viewpoints as both believed that the strategy was designed to foster questions, so students were more stimulated and openminded as students engage in think-aloud and posed different questions.

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Theme 6: Performance Ninety-two percent of the participants believed that students demonstrated improvement in academic achievement. Eleven of the twelve participants felt that students have shown improvements in questioning and comprehending skills, thinking, participation, responses, attitude, motivation, interest and active engagement. P1, P2, and P3 stated that students’ questioning and comprehending skills were improved. Similarly, P5, P6, and P8 noted that students’ academic achievement improved because they used the QAR strategy to focus on the text and provide reasonable ideas. P6 and P8 further noted that students’ response and performance task demonstrated improvement in interpreting and making reasonable inferences. P4, P7, P9, and P12 noted that students demonstrated academic improvement in performing tasks as they were able to identify the different types of questions, make inferences and provide reasonable responses. In the same way, P11 stated that students demonstrated academic improvement in making connections and comprehending. P11 further postulated that “students were able to articulate what they have learned and what still needed work.” Interestedly, all twelve participants shared the view that students demonstrated improvement in discussions and oral learning activities but P10 noted that not all students showed academic achievement in academic attainment level. Theme 7: Comprehension All participants believed that the QAR strategy improved students’ thinking and enabled them to give better responses to comprehension question. P1 believed that the strategy was useful in developing self-confidence and accuracy in answering comprehension questions. P2 noted an increase in reasonable responses which indicates

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that students were beginning to understand the text and make better judgments. P3 indicated that QAR positively impacted students’ ability to accurately respond because students were now able to link responses to text and experiences. P4 stated that QAR strategy positively impacted students’ thinking skills because students were able to recognize the connections between the questions and the answers and provide better responses. P5 and P6 believed that QAR positively impacted students’ ability to answer questions because the model enables students to identify the different types of questions and provide accurate responses. P7, P8, and P9 shared common viewpoints that the QAR strategy impacted students’ ability to comprehend because QAR encouraged thinking and allow students to identify questions and locate or construct correct responses. P10, P11, and P12 noted that the QAR had impacted students’ ability to read and answer comprehension questions accurately because the strategy compelled students to think actively about what the information in the text and answer questions correctly after reading. Theme 8: Reading Program One hundred percent of the participants affirmed that if given a chance the QAR strategy would be included in the school’s reading program. The responses from the participants revealed that the strategy enhances students’ learning and participation, stimulates students’ interest and thinking. All twelve participants also believed that the QAR strategy developed comprehending skills, provide clear guidance, and enabled students to integrate their background knowledge, question the text, and make inferences beyond the text.

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P1 and P6 stated that they would include QAR in the school’s reading program because the strategy helps students to think before answering questions and provide better responses. P1 also stated that inclusion of the QAR strategy in the school’s reading program would help to improve students’ comprehending skills across grade levels. Similarly, P3, P5, P7, and P11 shared the view that the QAR strategy promoted critical thinking and enhanced students’ participation. Interestingly, P9 stated that “the QAR strategy is an effective teaching strategy because students are empowered to develop a sense of ownership and commitment to the learning process.” P9 further stated that the QAR strategy kept students engaged which resulted in fewer discipline problems. Other reasons for including QAR in the school’s reading were QAR was a reasonable good four step question type strategy that improved students’ questioning skills and higher order thinking skills. Summary The purpose of the qualitative descriptive case study method was to examine elementary Teachers’ perception of the use of question-answer relationship strategy in their reading comprehension lessons and the impact QAR had on students’ thinking, questioning and comprehending skills. The study involved introducing teachers to the strategy and allowing teacher to explore the strategy in their reading comprehension lessons. A descriptive narrative was employed by the researcher to collect data from the 12 participants. The qualitative descriptive approach used purposeful sample by interest. From the collected data, eight themes emerged from the participants’ responses. The themes were a) instructional delivery, (b) inference, (c) connection, (d) effectiveness, (e) students’ thinking, (f) performance, (g) comprehension, and (h) reading program. In

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chapter 5 the conclusion and recommendation for future study will be presented. Chapter 5 also includes implications for leaders and educators based on the interpretation of the data collected from participants, relations to literature, recommendations for future research, conclusions, and researcher reflection.

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Chapter 5 Conclusions and Recommendations The problem and purpose statements clarify the focus that the qualitative descriptive case study took regarding QAR strategy and reading comprehension within the learning environment. The nature of the descriptive qualitative case study is a synopsis of the research design that applies to the study. The purpose of the qualitative descriptive case study was to examine elementary teachers’ perceptions of the questionanswer relationship (QAR) strategy in reading comprehension lessons. The border goal of the study was to expand existing research on the question-answer relationship strategy and provide a platform for educational reform that implements question-answer relationship strategy in instructional delivery and the school’s reading program for with students experiencing comprehending problems. The use of the qualitative method enabled the participants to explain the personal understanding of the question-answer relationship strategy (Patton, 2015). Yin (2014) postulated that qualitative case studies helped researchers to discover a more significant meaning of the phenomena under investigation and assist with identifying teaching tools that would stimulate participants during the teaching-learning process. The data collected was derived from the participants’ responses to the 14 open-ended interview questions. The participants’ responses were imported into the NVivo computer data analysis software and eight themes were identified and analyzed. Chapter 1 outlined the background and issues with reading comprehension. Included in Chapter 1 is a discussion of educational practices, the lack of students’ achievement in reading comprehension, and the need for a suitable reading

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comprehension strategy that can become an integral part of instructional practice at the elementary level. Also, research limitation and delimitations provided the basis for a discussion of the conclusions and generalization regarding elementary teachers’ perceptions of the question-answer relationship (QAR) strategy in reading comprehension lessons. The aim of Chapter 5 is to provide a better understanding of the data collected and outlined in Chapter 4. A descriptive case study about the use of the question-answer relationship strategy and reading comprehension formed the design and focus of the research. Chapter 2 summarizes pertinent literature related to reading comprehension and the QAR Strategy. Included in the chapter were elements of the reading comprehension process, application of QAR strategy and teacher resistance towards the implementation of the new methodology. In Chapter 3, the suitability of the qualitative design and components were explained, and an assertion of the descriptive case study design was presented. To comprehend elementary teachers’ perception of the question-answer relationship (QAR) strategy, the researcher used two research questions to guide the approach of the dissertation. The research questions were developed to describe how elementary teachers view the use of the QAR strategy and how the information integrated into teaching practices. The research questions also help elementary teachers describe students’ responses to the QAR strategy. In Chapter 4, the study findings and data analysis outcomes of the dissertation were presented. In Chapter 4, the data collection approach was reviewed, and the

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emerging themes were presented from the data analysis. Analyzing participants’ responses with NVivo 11 qualitative data analysis software led to emergent themes. Chapter 5 will present the conclusions and recommendations related to the study, which will include discussing the research findings and interpretations. The Chapter will also describe the implications for leaders and educators using the outcome of the data collected from the participants to expound on the themes. Review of literature, recommendations for leadership, recommendation for future research, summary and researcher’s reflection is also presented. Discussion of Observation Findings An observation protocol was used to capture the participants’ action in the natural setting. The observation protocol outlined ten questions that were used as a guide during the observation process (see Appendix A). Pianta (2012) confirmed that observation protocols are useful for identifying teacher classroom behavior and students’ interactions in the learning environment. As discussed in Chapters 3 and 4, all twelve participants were observed, and the findings indicate that all twelve participants utilized the QAR strategy in reading comprehension lessons. Participants also used QAR charts, questions, and handouts to explain the QAR strategy to the students. Participants also modeled and provided examples of the QAR strategy to the students to promote understanding. During the observation sessions, passages and stories used were appropriate and interesting because most students were actively engaged, sharing prior experiences, asking questions, responding to questions, and sorting questions into categories. Most students were also able to make causal connections and relationships and answer higher-

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order questions. Also, most students were able to make reasonable inferences, listen to different perceptions of the text and defend their point of views. The use of the observation protocol presented a clearer understanding of the total situation and helped with the collection of first-hand information from what the participants say and do. In the same way, the use of the observation protocol aided the process of getting a better understanding of the context and the phenomenon under study which in turn increase the validity of teachers’ perception. More importantly, the findings from the observation protocol provided additional data that supports the literature discussed in Chapter 2 and the data analysis in Chapter 4. Students’ Work Analysis Samples of students’ work were also used to determine the impact of the QAR strategy on students’ thinking, questioning, and comprehending skills. Of the 50 work samples collected, 45 or 96% of the students demonstrated higher-order thinking or understanding of the QAR strategy, while the remaining five or 4% of students demonstrated some level of understanding of the strategy. Samples of students’ work were also compared and contrasted with work done before the implementation of the QAR strategy. The findings indicate that teachers’ instructional delivery and questioning techniques were improved which positively impacted students’ reasoning, thinking, questioning, and comprehending skills. The findings from students’ work also helped the researcher to capture the action on paper and use the findings to build a stronger case for the use of the QAR strategy in reading comprehension lessons.

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Interview Questions Analysis The findings resulting from this descriptive case study were organized and sorted, and emergent themes were derived from the qualitative data analysis software, NVivo 11. Eight themes emerged from the investigation into elementary teachers’ perceptions of the QAR strategy in reading comprehension lessons. The themes were (a) instructional delivery, (b) inference, (c) connection, (d) effectiveness, (e) students’ thinking (f) performance, (g) comprehension, and (h) reading program. The data analysis in Chapter 4 and the literature review in Chapter 2 supported the findings and conclusions. The eight themes were consistent with the research. The results supported the research of Draper, (2012); Graesser, (2015); Kinniburgh & Shaw, (2009); Marzano, (2010), and Vacca et al. (2011). The authors posited that the use of question-answer relationship (QAR) strategy enables readers to construct meaning which propels the development of reading comprehension. The Outcome of the Analysis The findings of the research aligned with the literature regarding the use of the QAR strategy in the development of reading comprehension (Draper, 2012; Graesser, 2015; Kinniburgh & Shaw, 2009; Marzano, 2010, and Vacca et al. 2011). The literature and the conclusions of the study supported data outlining the need for the QAR strategy in the teaching of reading comprehension (Boyd, 2015; Buehl, 2013; Kinniburgh & Shaw, 2009, and Vacca et al. 2011). Since the outcome aligns with the literature review, educators must consider the use of the QAR strategy as a viable tool in improving students’ comprehending skills.

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Yin (2014) indicated that research questions provide the gateway for research and the focus for the general concept under investigation. The focus of the qualitative descriptive research questions that channeled the study were: R1) How do elementary teachers describe their understanding of question-answer relationship strategy? R2) How is the information garnered from the question-answer strategy integrated into teaching practices? R3) How do elementary teachers describe their students’ responses to the question-answer relationship strategy? The research questions provided the opportunity to explore the perceptions of elementary teachers that teach in a local government school in the Cayman Islands. According to Patton (2015), qualitative research employs openended questioning techniques that enable participants to express their perceptions. The fourteen open-ended questions that were developed and asked during the interview process provided the necessary responses that answered the three research questions that guided the study. The participants’ response also helped the researcher to discover and understand the perceptions of the twelve participants (see Appendix D). The study focused on the participants’ perception of the use of the QAR strategy in their reading comprehension classes. Qualitative NVivo 11 analysis software was used to identify the themes from the participants’ responses. The qualitative research questions provided the basis for identifying themes that were relevant and useful in determining new strategies for educational reform. The themes identified also presented new data that educational leaders and policymakers can use to provide teachers with training and professional development on the use of QAR strategy in the development of students’ comprehending skills.

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Data Conclusions By employing a qualitative descriptive case study method, along with the NVivo 11 qualitative data analysis software, eight themes were identified. The eight themes developed from participants, responses to the interview questions. An analysis of the eight themes provided more significant insights the factor contributing to the need for the use of better teacher training and professional development in the use of the QAR strategy for elementary teachers in a local school. A summary of the eight themes outlined in this study follows. Theme 1: Instructional delivery Instructional delivery should provide consistency and organization to the teaching and learning process (Au, 2011). Instructional delivery was one of the eight themes in regards to the use of the question-answer relationship strategy in the teaching process for elementary teachers in a local school in the Cayman Islands. The theme of instructional delivery derived from participants’ responses regarding question 5, was in connection with Research Question 1, 2, and 3. The instructional delivery theme set the foundation for the need to provide elementary teachers with training and professional development in the use of the QAR strategy. According to the data presented in Table 3, 100% or all of the participants believed that the use of the QAR strategy has positively influenced instructional delivery or their teaching practices as the strategy was more organized and structured. Therefore the integration of the QAR strategy into the teaching of reading comprehension lessons will enable teachers to engage students in the learning process. More importantly, the use of the QAR strategy will provide teachers with specific guidance in personal efforts to improve the quality of teaching by identifying what

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students understand and what needs work. Similarly, the integration of the QAR will enable students to become an integral part of the instructional process and will provide a crucial ingredient in educational efforts to improve students’ learning. Furthermore, the analysis of this data presented indicates that the use of the QAR strategy enhanced classroom implementation and teaching practices, therefore, it was identified that there was a need for teacher training and professional development. Theme 2: Inference The second theme identified was inference. All twelve participants or one hundred percent of the participants were of the belief that the use of the QAR strategy helped students to make reasonable inferences about the text because they were able to read between the lines and link prior knowledge to text. Similarly, students who are skillful in providing reasonable inference are better able to understand the learning goals that must be achieved. Elbro and Buch-Iversen (2013) posited that the ability to make inference about text aided comprehension. The participants’ response to interview question 12, identified factors that contributed to students providing better inference. Most of the participants believed that the strategy provided clear guidance which led to reasonable inferences. Equally important, when students can apply past knowledge to the new situation, students are better able to reflect and present better evidence of personal learning. Participants also believed that the different type of questions helped to channel students’ thinking, so students were better able to use ideas in the text and prior experiences to draw better conclusions. Likewise, participants believed that exposing students to the most appropriate strategy was essential in comprehending text. Graesser

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(2015) confirmed that good readers can use past knowledge and information from the text to draw conclusions and interpretation or inferences. The outlined viewpoint aligned with the findings from the data analysis. The data analysis presented indicated that there were many elements to developing comprehending skills so teachers must attend seminars that introduce reading comprehending strategies that facilitate identification and practices for improving students’ comprehending skills. Theme 3: Connections Making connections is another theme that was identified by the participants. Manarin (2012) confirmed that making connections help readers to form or visualize a picture of the text while reading which result in a more profound understanding. Participants’ responses to question 9 revealed factors that contributed to students making connections between knowledge-based questions and text-based questions. Ninety-two percent or eleven of the participants believed that the use of the QAR strategy helped students apply past knowledge to new situations and make connections to the text. Eleven of the participants felt that students were able to read the text, think about the text, and linked the information to self, experience, and the world. Similarly, the eleven participants believed that because students were able to see the connections among the different QAR categories, students were better able to see the relationship. In the same way, students were able to abstract meaning from one experience and make the connection to the new learning. Also, by making connections students were able to demonstrate learning and achievement about particular processes or product. Likewise, students were able to use the QAR strategy to better organize concepts and identify the interrelation between given concepts.

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The remaining participant found that despite most students being able to make connections between knowledge-based questions and text-based questions independently, a few of the students needed additional advice to make the connections. This participant also noted that with continued practice of the QAR strategy, students that needed guidance would be better equipped with the requisite skills to make connections independently. Theme 4: Effectiveness Participants’ response to question 6 identified factors that contributed to the effectiveness of the QAR strategy. Graesser (2015) postulated that reading comprehension skills enhance the pleasure and effectiveness of reading. All twelve participants believed that the strategy was paramount in developing reading comprehension skills because students got the chance to demonstrate flexible thinking, ask higher order questions, connect new information to prior knowledge and actively participate in discussions. Interview questions 6, 7, 8, 9, 11 and 12 in connection with Research Question 3 addressed data regarding the participants’ perceptions of students’ response to the use of the QAR strategy. The data collected from the participants showed that all twelve participants believed that the use of the QAR was instrumental to the development of reading comprehension skills. The data further indicated that the use of the QAR strategy allowed students to feed-forward their learning and gain the knowledge needed to make decisions that help close the gap between current learning and learning destination. Also in alignment with Graesser (2015) viewpoint of reading comprehension skills improving the effectiveness of reading, the participants’ responses indicated that the use of the QAR

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strategy enabled to students to be more engaged and construct meaningful questions about the text. More importantly, the use of the QAR strategy empowered students to ask higher quality questions that reflect the learning targets. All twelve participants also indicated a willingness to attend professional events that target the use of the QAR strategy. Theme 5: Students’ thinking Students’ thinking was another theme that was identified by the participants. Buehl (2013) indicated that focusing on students’ thinking and questioning skills is an important factor in developing critical and strategic readers. Furthermore, thinking is important to reading; students need to engage in multiple activities and demonstrate thinking that addresses problems from different angles (Buehl, 2013). Participants’ responses to question 7 identified factors that contributed to students thinking and questioning skills. Some of the factors identified included identifying question types, designing and posing questions to gather information, making inferences, engaging in meaningful dialogue and drawing conclusions. The outlined factors indicate that were able to channel personal thinking and see things from others’ perspectives. More importantly, participants’ responses indicated that students were able to use prior knowledge and experience to support ideas that explain a situation or to outline a process to solve a new idea. Similarly, the participants’ responses confirmed that students were able to address a problem from a new angle using a novel approach. As a result, the students were able to use the QAR strategy to consider alternative points of view and change personal beliefs when new information contradicts personal reasoning.

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All twelve participants believed that the use of QAR enabled the students to become aware of their thinking, provide better responses and explain the reasoning process that brought them to their conclusions. Equally important, participants stated that students were able to brainstorm ideas and defend the point of views which demonstrated flexible thinking. In the same way, participants noted that students ‘ability to reflect and evaluate themselves and others required skillful thinking. The outlined factors indicate that participants’ perception of the QAR strategy in reading comprehension lessons yielded positive results on students’ thinking and questioning skills. Theme 6: Performance The performance of students was another identifiable theme. Participants’ responses to interview question 8 identified factors that contributed to students’ academic achievement. Some of the factors identified included improved questioning techniques, comprehending, engagement, students’ attitude, discussion, communication, and reasoning. Ninety-two percent or eleven of the participants believed that the use of the strategy led to academic progress which resulted in fewer errors in answers to questions that applied to text. Musu-Gillette, Barofsky, and List (2015) indicated that students’ attitude had a ripple effect on students’ performance and academic achievement. Therefore, when students are actively engaged in the learning process, students make better choices; develop a sense of ownership and commitment to their learning and achievement increase (Musu-Gillette et al. 2015). The participants’ responses to question 8 indicated that most of the students’ response and performance tasks had shown significant improvement which has led to academic attainment. In the same manner, participants’ responses

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confirmed that students took greater care with given activities and reviewed finish tasks several times before submitting. More importantly, the data findings indicated that the use of the QAR strategy enabled students to reflect the learning targets and satisfy the purpose accurately. Lastly, the participants’ responses confirmed that the use of the QAR strategy advance students’ learning and enable students to attain a new level of proficiency. Interestingly, although all of the participants felt that there had been an improvement, one participant believed that despite the improvements in most students’ capability to refer back to text a few of the students were not able to improve their attainment level. Overall, the findings predominantly indicated that continuous use of the QAR would enable students to strive for the highest score or grade that demonstrate competence. Theme 7: Comprehension Comprehension is the process that gives meaning to the text (McMaster, Espin, & Broek, 2014). As shown in Table 3, one hundred percent of the participants believed that the QAR strategy positively impacted students’ ability to answer comprehension questions after reading accurately. Participants’ responses to question 11 identified contributing factors that led to students’ comprehension of given texts. The factors that contributed to increasing comprehension included inferring new information beyond the ones presented, reasoning, fewer errors, improved comprehending skills, students’ ability to identify question types and provide response accurately. McMaster et al. (2014) found that the ability to abstract meaning from one experience, transfer the learning, and apply the knowledge to a new situation is an

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element of comprehension. The outlined responses suggest that improved students’ ability and comprehension shared a structural relationship which results in improved understanding. The participants’ responses also indicated that the use of the QAR strategy enabled students to collaborate and deconstruct learning goals which leads to better comprehension. More importantly, the participants believed that because students were able to explain the text and support thinking with experience and evidence from the text, students understood the content. Theme 8: Reading program Musu-Gillette, Barofsky, and List (2015) indicated that teachers must be equipped with practical skills and oral understandings to utilize multiple techniques that will enable students to develop comprehending skills. Reading program was the eighth theme that was identified. The eighth theme was developed from interview Question 13, in connection with Research Questions 1and 2. All twelve participants felt that the inclusion of the QAR strategy in the school’s reading program could be beneficial to teachers and students because teachers would have additional resources that would help students to improve their comprehending skills. Participants further explained that if the QAR strategy was a part of the school’s reading program and teachers got the chance to attend training and professional development on QAR strategy, teachers will gain new information and improve teaching practices. More importantly, the QAR strategy will help to increase students’ reading comprehending skills across grade levels. The participants also believed that the inclusion of the QAR strategy would help teachers to logically guide students to a conceptual understanding and use essential questions as a bridge between factual content

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and conceptual understandings. Identifying students’ needs and academic growth was among the benefits that participants believed were crucial elements for including the QAR strategy in the school’s reading program. The data analysis of Theme 8 indicated that if QAR strategy was a part of the school’s reading program and teachers attended training and professional developments, teachers would have positive and improved results in their reading comprehension lessons. The data analysis also indicated that if the QAR strategy were included in the school’s reading program teachers would focus students’ learning on developing synergistic thinking and transferring understandings to see patterns and connections through time and across situations. Lastly, P12 believed that if QAR were included in the reading program and teachers attended professional development, teachers practice and instruction would improve, and teachers would be abreast of new trends in the educational system. Alignment between Results and Literature The findings of this descriptive qualitative case study align with the literature of this study. According to the perception of the participants, the integration of the QAR strategy in reading comprehension lessons was quite effective in enhancing reading comprehending skills, hence, the need for inclusion of the strategy in the schools’ reading program as well as training and professional development. The participants also believed that training and professional development in the use of QAR would help teachers better their practices, improve students ’comprehending skills, and academic achievement. Vacca et al. (2011), literature discussed the familiarity of the QAR strategy and how teachers approach and practices of specific strategies can help students develop

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awareness and ability in locating information needed to comprehend text. Similarly, Magno (2010) literature discussed the potential of the QAR strategy in assisting the students to make connections and identify questions based on the type of answers. Findings from the participants’ perceptions indicated that the instruction of QAR had a positive effect on students’ comprehending skills, questioning skills, and their ability to respond to the text. The literature aligned with the findings of the qualitative case study in regards to the participants’ perceptions of practices and experiences of teaching students with diverse abilities in reading comprehension. Perfetti and Stafura (2014) found that students’ reading comprehension ability determines academic performance. This literature corroborates the participants’ perceptions as participants believed that the QAR strategy helped to identify a structural relationship between students’ comprehending ability and performance. The students’ work sample validated the participants’ perceptions as a comparison of students’ work before the implementation of the QAR strategy and after the intervention was analyzed. Despite the fact that in existing literature, the QAR strategy was not the sole strategy in developing students’ comprehending skills at the elementary level, the exploration of the descriptive qualitative case study along with the participants’ responses to the use of the QAR strategy helped to close the gap that existed. Based on the perception of the participants, unlike other reading comprehension lessons that involved different teaching approaches, QAR was the sole strategy used in the reading comprehension lessons during the research process. As a result, instructional delivery was more structured, questioning techniques were improved, and students’ response demonstrated better higher-order thinking and understanding.

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Recommendations for Educational Leaders Effective school leaders are instrumental in an educational reform. The descriptive qualitative data analysis of the eight themes of this case study and the perceptions that participants shared about the use of the QAR strategy can be taken into consideration by educational leaders. Ulrich and Smallwood (2012) indicated that when educational leaders make decisions regarding educational reforms, teacher training, professional developments, and strategies for improving students’ academic achievement and teacher practices sustainable educational reform is possible. Based on the findings of the study, consideration must be given to the six recommendations for the educational department, four recommendations for school administrators, and the four recommendations for cooperating schools. The fourteen recommendations might offer educational leaders and policymakers the opportunity to promote the use of the QAR in the curriculum or the school’s reading program. The implementation of separate recommendation will yield positive results, but the combination of all the recommendations will provide a stronger plan to improve teaching practices and improve students’ educational and academic growth. The findings from the case study indicated that the use of the QAR strategy in the teaching of reading comprehension would yield positive outcomes if teachers received training and professional development. Educational decision making requires a value judgment. Brighouse, Ladd, Loed, and Swift (2016) postulated that decision makers or policymakers must review standards and focus on improvements that contribute to the knowledge and development of children. The first six recommendations are for the Educational Department.

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The recommendations are to: 

Use the findings from the qualitative case study as a platform for including the QAR among the instructional strategies in the curriculum.

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Arrange workshops in which teachers receive training in the use of the QAR strategy as an instructional approach.

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Explain the benefits of QAR and provide adequate demonstrations.

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Provide mediums through which teachers can seek clarifications on the implementation of the QAR strategy.

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Encourage teachers to conduct pre-tests and post-tests to determine the impact of the QAR strategy.

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Schedule follow-up workshops where teachers have opportunities to share experiences in the implementation of literacy strategies such as QAR.

Perna and Finney (2014) confirmed that for students’ achievement to improve, leadership or administrators must be willing to implement measures that will promote higher education attainment. The second four recommendations are for school administrators. School administrators play a fundamental role in the success and growth of the organization. Dos and Savas (2015) postulated that school administrators or school principals play a critical role in school success and academic goals. The four recommendations for school administrators are: 

Encourage collaboration among staff so that cooperation and support are given in the quest to use of the QAR strategy to improve classroom practice.

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Ensure that staff development workshops are held regularly to expose teachers to the QAR strategy.

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Conduct formal and informal observations on teachers’ implementation of the QAR strategy in classrooms to enhance students’ learning.

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Develop a partnership and work as a collaborative team to discuss students’ learning to include the QAR strategy in the school’s curriculum.

Literacy Coordinators and Inclusion Specialists have an obligation or responsibility to support teachers in the implementation of evidence-based practices that will yield instructional improvements. Matsumura, Garnier, and Spybrook (2012) confirmed that Literacy Coordinators and Inclusion Specialists are required to apply measures that will build pedagogical skills and improve teaching and learning. Concerning the outlined viewpoint, the remaining four set of recommendations are for Cooperating schools. The outlined recommendations are for Literacy Coordinators and Inclusion Specialists. The four suggestions are as follows: 

Include and utilize the QAR strategy in the school’s reading program to promote students’ reading comprehension skills across the grade level and subject areas.

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Use teachers who are adept at using the QAR strategy as mentors to model lessons that integrate QAR strategy for other staff members.

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Use the experience of the cooperating teachers to empower other staff members to use literacy strategies such as QAR to enhance classroom instructions. 128



Schedule weekly collaboration sessions where teachers can discuss and share experiences about the implementation of the QAR strategy.

The goal of all school leaders must be to enable teachers, students, and parents to feel that they are an important part of the school community (Male & Palaidogou, 2015). Regarding the outlined viewpoint, if the drafted recommendations are considered and implemented in schools, teachers will be able to integrate new information into teaching practices learned from QAR strategy. Hands-on experience in the classroom will also help teachers to readily identify students’ learning abilities and implement multiple instructional approaches that will help students gain opportunities for educational and academic growth. Recommendation for Future Research The findings from the collected data suggest that questions, students’ thinking, inference, connections, instructional delivery, and reading strategies are crucial to the improvement of students’ comprehending skills. Based on the findings, one focal point for future research would be to explore the type of instructions that yield the highest gains in reading comprehension for elementary students. As noted by Elbro and BuchIversen (2013), instructional activities that develop inferential skills help students to think critically, make connections, and ask meaningful questions about the text. The results of the study consistently indicate that inference facilitates reading comprehension, and instructional delivery in the area should be encouraged. Also, future research should investigate different instructional approaches to identify the one that yields the most significant gains in reading comprehension.

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Future research may also include conducting interviews or surveys with students and staff members to examine teacher instructional strategies or approaches in teaching reading comprehension and tracking students’ progress. Future research may also explore lack of support for teachers’ implementation of new instructional practices. Also, a future study may also explore teachers’ pedagogical content knowledge and the impact on instructional delivery, students’ thinking and achievement. Finally, since qualitative research is subjective, a future study may also include quantitative research where teachers’ implementation of the QAR strategy in the classroom is examined to determine student/teacher interactions, consistency, students’ responses, and progress. Quantitative research is used to investigate the problem by creating numerical information that formulates usable statistics. Yin (2014) indicated that quantitative research is used to determine, attitudes, opinions, and behaviors that can generalize results from the sample population. With the viewpoint in mind, a future study using a quasi-experimental design can be explored to examine the effect of the QAR strategy on students’ questioning, comprehending, and thinking skills. In the same way, a pre-and post-test could be used to determine the effect of the strategy on students’ questioning, comprehending, and thinking skills. Researcher Reflection Cognitive learning is an educational theory that is linked to understanding thinking. Manarin (2012) indicated that good thinkers demonstrate the ability to understand information, retain information and make connections between strategies, knowledge, and reasoning. Before conducting the research, I assumed that most teachers were static in their thinking and practices so resistance to new methodology would be a

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natural element that would be evident in the classroom. In the same way, I was hesitant about the outcome of the investigation and the time frame for conducting the research. However, during the recruitment process and the initial meeting of the collaborative coaching sessions, the participants assured me of their willingness to participate in the study by reading and signing the informed consent. The participants’ interest and willingness helped to dispel my anxiety about the investigation and the research outcome. This study has demonstrated that teachers were flexible in thinking and practices and were willing to explore instructional methods that may improve students’ learning and academic growth. During the research process, the participants were very accommodating and eager to learn a new methodology that might impact students’ comprehending skills. During the process, teachers willingly attended the five coaching sessions and engaged in independent research to learn more about the question-answer relationship strategy and implemented the strategy in reading comprehension lessons before the formal observations. The teachers’ enthusiasm and dedication towards the investigation had a profound impact on me since I was interrupting their normal routine during the final weeks of the academic school year. Equally important, the learning experiences garnered from conducting the research have inculcated in me a new perspective as I had to demonstrate flexible thinking and remain open to change based on additional information, new data, or even reasoning that contradicted my personal beliefs. Similarly, by conducting the investigation and engaging in the different activities, I recognized that teaching is a

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multifaceted process and that academic success is possible if I pay attention to modes of instruction, students’ reactions, and make adjustments based on students’ learning level. Overall, during the research process, I also realized that teaching and researching could be a challenging task. Similarly, from the data collected, the interview questions and anecdotal notes indicated that teachers might have been searching for reading strategies that would actively engage students’ participation and increase comprehending skills. Likewise, most teachers thought that although research-based procedures were implemented and utilized in reading comprehension lessons, more was needed to meet the individualized needs of some students accurately. Lastly, I believed that the knowledge garnered from the investigation would enhance my professional development and broaden my disposition as I gain the requisite skills needed to contribute to the educational forum. Summary The purpose of this qualitative descriptive case study was to investigate elementary teachers’ perception of the use of the question-answer relationship (QAR) strategy in their reading comprehension lessons. A qualitative method empowers participants to voice thoughts and explain the personal understanding of the QAR strategy. The method also enabled participants to describe students’ responses to the strategy. The literature contained evidence that elementary teachers were concerned about students’ comprehending skills and the effect on academic achievement. Analysis of the participants’ responses using the NVivo 11.0 qualitative software indicated themes and course of actions for administrators, educational leaders, and policymakers.

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Data triangulation of students’ work, teacher’s anecdotal notes, observation and participants’ responses produced consistent themes and possible actions disclosed in the case study. Chapter 5 concludes the research study. The eight themes generated thirteen courses of actions or recommendations for policy-makers, educational leaders, and administrators. The findings from the survey highlighted the need for appropriate reading strategies to support educators and elementary students in the Cayman Islands and other local schools to influence better-comprehending skills and instructional practices.

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Appendix A

Observation Protocol Class: __________________ Date: _______________________ Length of Time: _______________ Number of Students: _____________ Observation Guidelines: Questions

Yes

No

Notes and Examples

1. Did teacher use the QAR strategy to engage students in reading comprehension activities? __________________________________________________________________ __________________________________________________________________ ___ 2. Did the teacher explain the QAR strategy to the class? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

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3. Were students able to demonstrate their understanding of the strategy? __________________________________________________________________ __________________________________________________________________ __________ 4. Did the teacher provide opportunities for students to ask questions and bring their experiences to the lesson? __________________________________________________________________ ______ __________________________________________________________________ __________________________________________________________________ ____________ 5. Were the instructional delivery and learning tasks differentiated to meet students’ learning level? __________________________________________________________________ __________________________________________________________________ _______ 6. Did the teacher provide examples of the QAR activities? __________________________________________________________________ ______ 7. Were students able to distinguish between text-based and knowledge-based questions? __________________________________________________________________ __________________________________________________________________ ___ 8. Was the text appropriate for the grade level? __________________________________________________________________ __________________________________________________________________ _______ 9. How did the students respond to the QAR strategy? __________________________________________________________________ __________________________________________________________________ 10. Were students able to answer higher-order questions? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

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Appendix B Recruitment Letter Shanomage Bailey-Henry 17 Orange Drive, Prospect George Town, Grand Cayman Telephone# (345)326-3296

Date: ___________________ Dear Participant, I am a student at the University of Phoenix and I am working on my doctoral degree in Curriculum Instruction and Assessment (K-12). As a requirement, I am conducting a research study entitled: Question-answer relationship strategy (QAR) and Reading comprehension: A Qualitative Descriptive Study. The purpose of this qualitative descriptive study is to examine elementary (grades 2-5) teachers’ perceptions of the use of the question-answer relationship strategy in their reading comprehension lessons. To gain information on the outlined topic, I will ask open-ended interview questions about teaching and learning and students’ response to the use of the question-answer relationship strategy. In addition, questions about your experiences and interactions with students as well as their academic achievements will help with this study. It is my desire to engage you in collaborative coaching sessions over a six week period. After, this session, I am also seeking your permission to observe your reading comprehension classes. Along with the coaching sessions, and class observations, your participation will also involve a one hour interview with me. In an effort to clarify information, I wish to take notes or use a record device. If you are not comfortable with either method you can let me know and the process can be conducted without any imposed penalty. Participation for this study is voluntary; therefore, if you wish to withdraw from the study you can do so without any penalty. The results of the research study may be published but your identity will remain confidential and your name will not be made known to any outside party. In this research, there are no foreseeable risks to you. Although there may be no direct benefit to you, a possible benefit may be an explanation about teaching strategy and students’ comprehension skills. Your participation could also contribute to the development of reading strategy. More importantly, information garnered from you could provide new information and expand existing literature on the use of QAR or may be used for further research. If you have any queries about the research process, please call me at 326-3296, or email me at [email protected] Yours truly, __________________________ Shanomage Bailey-Henry Participants’ Signature__________________________________

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Appendix C Interview Questions Demographics and Geographical Information Date: _______________________ Start Time: ______________ End Time: _________________ Participant’s Name? Code: ____________________ Gender: ___________________ Years of Experience: __________________ Age category: Tick the correct age category: _____21- 35 years of age, ____ 36-50 years of age, ____ 50 or over. Interview Questions 1. How many students are in the class? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ ________________________ 2. What are your views on reading comprehension, and how do students respond to reading comprehension? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ ______________________________ 3. What are some teaching strategies that you use to develop students reading comprehension skills? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ ________________________ 4. Do you think these strategies are effective? Why? __________________________________________________________________ __________________________________________________________________ 162

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ ______________________________ 5. How has the use of the question-answer relationship strategy (QAR) influenced instructional delivery in reading comprehension? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ ______________________________ 6. Do you think QAR is effective in developing reading comprehension skills? Why? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ ________________________ 7. According to your perception or experience, what impact does the use of QAR have on students thinking or questioning skills? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ ______________________________ 8. Based on students’ response and performance tasks has there been any improvement in their academic achievement? If yes what areas? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ ________________________ 9. Were students able to use the strategy to make connections between knowledgebased questions and text-based questions? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ ______________________________ 163

10. Do you think it is important for teachers to use the most appropriate strategy to teach reading comprehension? Why? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ ______________________________ 11. In your opinion, how does the use of the QAR strategy impact students’ ability to accurately answer comprehension questions after reading? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 12. Do you think the use of QAR help students to make reasonable inference about text? Explain? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 13. If you were given the chance to include QAR in the school’s reading program would you? Why? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ ______________________________ 14. Do you wish to share any final comments about QAR and reading comprehension? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ ________________________ Thank you for your cooperation and participation. Please note that all information provided during this interview will remain confidential. 164

Appendix D Informed Consent

INFORMED CONSENT: PARTICIPANTS 18 YEARS OF AGE AND OLDER Dear Participants, My name is Shanomage Bailey-Henry and I am a student at the University of Phoenix working on a Doctoral degree. I am doing a research study entitled “Question-Answer Relationship and Reading Comprehension”. The purpose of this qualitative case study is to investigate elementary (grades 2-5) teachers’ perceptions of the use of the questionanswer relationship strategy in their reading comprehension lessons. To gain information on the outlined topic, I will ask open-ended interview questions about teaching and learning and students’ response to the use of the question-answer relationship strategy. In addition, questions about your experiences and interactions with students as well as their academic achievements will help with this study. Your participation will involve collaborative coaching sessions over a six week period, class observation of the use of the question-answer relationship strategy in your reading comprehension lesson as well as 45 minutes to 1-hour interview with me. You will be part of a 12-participant sample size consisting of other elementary teachers from grades 2 -5. In an effort to clarify information, I wish to take notes or use a record device. If you are not comfortable with either method you can let me know and the process can be conducted without any imposed penalty. You can decide to be a part of this study or not. Once you start, you can withdraw from the study at any time without any penalty or loss of benefits. The results of the research study may be published but your identity will remain confidential and your name will not be made known to any outside party. In this research, there are no foreseeable risks to you. Although there may be no direct benefit to you, a possible benefit may be an explanation about teaching strategy and students’ comprehension skills. . Your participation could also contribute to the development of reading strategy. More importantly, information garnered from you could provide new information and expand existing literature on the use of QAR or may be used for further research. If you have any questions about the research study, please call me at 326 -3296, or email me at [email protected]. For questions about your rights as a study

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participant, or any concerns or complaints, please contact the University of Phoenix Institutional Review Board via email at [email protected]. As a participant in this study, you should understand the following: 1. You may decide not to be part of this study or you may want to withdraw from the study at any time. If you want to withdraw, you can do so without any problems or penalties as participation is voluntary. 2. Your identity will be kept confidential. 3. Shanomage Bailey-Henry, the researcher, has fully explained the nature of the research study and has answered all of your questions and concerns. 4. If interviews are done, they may be recorded. If they are recorded, you must give permission for the researcher, Shanomage Bailey-Henry, to record the interviews. You understand that the information from the recorded interviews may be transcribed. The data will be coded to assure that your identity is protected. 5. Data will be kept secure. The researcher will use study codes on data documents. The researcher will also remove face sheets containing identifiers, encrypt identifiable data, and assign security codes to computerized records and data will be kept in a restricted location. The data will be kept for three years, and then destroyed. After three years, the paper records will be shredded and burnt, while the recorded data on tape will be erased and physically destroyed. 6. The results of this study may be published. “By signing this form, you agree that you understand the nature of the study, the possible risks to you as a participant, and how your identity will be kept confidential. When you sign this form, this means that you are 18 years old or older and that you give your permission to volunteer as a participant in the study that is described here.” ( ) I accept the above terms. (CHECK ONE)

(

) I do not accept the above terms.

Signature of participant: ____________________________________ Date _____________

Signature of the researcher: S. Bailey-Henry_________________ Date _____________

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Appendix E

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