Abstract

This action research study was designed to develop the skills required to improve students’ comprehension of narrative text through the use of the Question Answer Relationships (QAR) comprehension strategy. The focus was primarily on assessing students’ improvement in Reading Comprehension after learning a comprehension strategy and also to determine students’ willingness to apply the/a newly learnt strategy for comprehension tasks in a grade five classroom. As a result, the researcher will include the aforementioned strategy for all comprehension lessons that will be taught during the six week period which has been allotted. The researcher will keep track of all events during this period by way of journal entries for the purpose of reflection, record keeping and referral for follow-up lessons. An end of term exam will be designed accordingly and administered to students.
Looking at the results of the post-test, even the weakest students showed a remarkable improvement in reading comprehension. Throughout the investigation students seem to be enjoying the activities and fully participating in all tasks. In conclusion the use of Question Answer Relationship comprehension strategy is a reliable asset for improving students’ reading comprehension of narrative text. Schools and teachers specifically should seek to include such a strategy in their reading comprehension lessons to assist students’ understanding of narrative texts.

Acknowledgments
I would like to thank the many persons who rallied around me during this time of hard work. To my wonderful husband Terrence and my one and only son Terrel, I thank you for your patience and understanding and I love you two very much. To my tutor (Mrs. Lisa Sargusingh Terrence) thank you for all the support you willingly provided during this stressful period. To my students I thank you for your willingness to participate and for your support during the intervention period. Last but by no means least I thank the most high God, knowing that without him nothing is possible but through him all things are. His strength was definitely perfect when all my strength was gone. Thank you father!

CHAPTER ONE
Introduction
Being that I love Literacy, it is always an area that I pay close attention to when faced with a new batch of students for another academic year. Having received a set of grade four students who were now entering grade five to prepare for the Common Entrance Examination (CXC), the results of their Minimum Standards Examination (MST) was of great importance to me. After perusing the results of each child, I noticed that many of the students had obtained a fail grade for comprehension. As I examined the results even closer I realised that other critical areas that lent themselves to comprehension were also impacted namely- problem solving. It was then I realised that students were having serious difficulty with comprehension. I decided to observe students work as they completed various tasks during lessons and the manner in which they were done proved likewise.
Students always seemed unsure of what exactly they were looking for when answering comprehension tasks and they really hustled to complete tasks, evidently having no clue how to do so strategically. Students wasted lots of time going back and forth to read and not knowing how to find the answers to questions. In fact literal questions posed a challenge to these students, already in grade five, preparing for the (CEE) and that was frightening.
One of the other areas of concern for me for this particular grade five class was the effect of the second language (creole) on their ability to interpret and understand literature. After speaking with the special needs teacher at my school (Mrs. Madona Florenville), she reassured me that this was worse in time past, however there are still students who grapple with the use of the Standard English all because of this second language influence. Students found simple expressions such as ‘she was sweeping the class’ difficult to understand as some of them would express this in this way ‘she was brooming the class’. The fact that the school was located in a rural community, this was indeed going to be a serious challenge.
The researcher as a result, embarked on finding out more about comprehension strategies- looking closely on the process of teaching students these strategies, the relevance and pertinence as it related to the context, the benefits and uses of these strategies. As a result the researcher found that the most suitable strategy would be the Question Answer Relationship (QAR). If careful and adequate attention was placed on teaching students one strategy within the six weeks allotted, then the intervention would most likely prove more meaningful. The Question Answer Relationship (QAR) strategy was selected to provide students with the exposure, not just to literal questions but to questions that required them to make inferences. This strategy was also appropriate as students could learn from direct instruction- a method researchers say is useful and powerful in the classroom. This strategy coupled with narrative texts would prove beneficial to students as they would develop the skills and also learn to interact with narrative texts more meaningfully. In St. Lucia, the concentration is primarily on narrative texts and so students can learn to move away from decoding words to making reading a meaning making process by way of knowledge of this strategy.
From the research carried out here the researcher hopes to answer the following questions:
1. Will students reading comprehension improve remarkably after they have applied the Question Answer Relationship (QAR) Strategy?
2. Will students be willing or motivated to apply this comprehension strategy to accomplish comprehension tasks.
Significance of Study
Having good comprehension skills is necessary to be successful in learning. An absence of such skills results in high levels of failure in areas such as Literacy and so the researcher believes that there must be preparedness on the part of all those directly and indirectly affected to make the necessary changes. This study will be of paramount importance to teachers, students and the Ministry of Education.
Teachers must be willing to change from their traditional method of teaching to teaching students how to cope with the challenges of comprehension in Literacy. By this, I mean that teachers are at the most advantageous point, having direct contact with students to teach them the necessary skills needed to answer questions based on a passage. Teachers can no longer expect the ways of doing things before to bring success now, they need to change their approaches and methods of doing things if students are to improve and develop a more active approach to comprehension tasks. The passivity that comes with the traditional approach to teaching comprehension only keeps students operating at the lower end of the taxonomies. Students need to be taught the skills and how to apply the skills to answer questions successfully and adequately. Consequently, our students will benefit and they too will change the way in which they approach comprehension tasks.

The Ministry of Education has long seen the need for there to be an improvement in Comprehension. As a result the use of this strategy in the classroom may prove beneficial in accomplishing this. Also this study may be a bird’s eye view into changing the way comprehension is taught at all schools in the island. Students need to be taught comprehension skills in order to accomplish any comprehension task successfully. Therefore this study can allow the ministry to look into making comprehension strategies part of the schools. By extension and upon close examination it was realised that national exams such as Minimum Standards Examination and Common Entrance Examination are not exemplary in the way they structure comprehension questions. A lot of the questions are literal, tapping into very little higher order skills- comprehension, synthesis, analysis etc. This study may just help the examination body of the Ministry of Education to pay close attention to this so teachers will in actual fact have no choice but to teach students the skills needed to answer comprehension questions, through whatever strategies which are pertinent and relevant to the classroom or school context.
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CHAPTER TWO
Literature Review
Reading is a necessary component especially in the Literacy classroom. However reading is more than just the ability to decode and sound out words. Hedin and Conderman (2010) explain that “the purpose of reading is to make meaning” (p.556). The reading of text is not static but is dynamic in nature, where readers bring to the reading situation their own experiences. It is a continuous process where the reader is involved in “constructing meaning among the parts of the text and between the text and reader’s personal experience” (Abushihab 2008, p. 374). In order for a reader to understand what he reads, he must be able to build a mental representation of it. Therefore the interplay of what he already knows (schemas) and what the text presents all work in tandem to bring about the understanding of the text. As a result readers need exposure to a range of personal experiences that will aid in making meaning of narrative texts. Abushihab (2008) says that “Reading presents a gap between the reader and writer”. So to fill this gap he proposes that “readers need the necessary skills and strategies to be able to cope with any kind of reading text, and they can bridge that gap” (p. 374). In any classroom the effective and competent readers are those who are equipped with skills necessary to help them make sense of what they are reading. On the other hand there are readers who struggle because they are lacking in that area. Kamil (2004) suggests that “strategy instruction in how to answer questions enables students to better comprehend by assisting them to locating the information in the text.”
Instruction that is designed to help students with comprehension requires students to see how the strategies work and so researchers have explained that such instruction is a necessary component for this purpose. Taylor, Pearson, Peterson & Rodriguez, (2003) say “ It is clear from research that all students need instruction in reading comprehension, especially the kind that focuses on the strategies required to answer and generate challenging questions” cited in (Raphael & Au 2005, p.208). When students lack the ability to apply skills and strategies to help them understand narrative texts then teachers must teach these skills and strategies explicitly. Students must see these skills in action in order to learn and apply them in reading comprehension tasks.
Direct Instruction
Teachers are an important figure in strategy instruction. As they model the desired behaviour (skill) students can learn it and practice it. Direct Instruction is a powerful tool in getting students to understand how the strategy works and for them in turn to apply it. Baumann (1983, p.287) explains “In direct instruction, the teacher, in a face-to-face, reasonably formal manner, tells, shows, models, demonstrates, teaches the skill to be learned.” Although this strategy may be deemed inappropriate by constructivists and learner-centred theorists because the teacher is the ‘sage on the sage’, the reality according to El-Dinary and Schuder (1993) is that as the instruction moves along students eventually take control receiving coaching as scaffolding as the need arises. Teachers have continued to teach students using a traditional approach of giving students a passage and asking them to read and answer the questions that follow. However, Duffy (2002) describes that explicit instruction differs from traditional approaches to comprehension instruction. He further expounds that “it uses strategies to mean a technique that readers control as a means to better comprehend” (p.30).
Scaffolding

Question Answer Relationships (QAR)
Research has shown that QAR could reliably improve students’ comprehension and Raphael and Au (2005) concur stating that it “can be adjusted across grade levels and content areas because of the way the categories form a progression of difficulty” (p.213). According to Raphael (1984) as cited in Honig, Diamond and Gutlohn (2000) “This generic teaching strategy clarifies for students how to approach the task of reading texts and answering questions. It helps them realise the need to consider both information in the text and information from their own background knowledge” (p. 17.31). The questions for which answers can be retrieved from the book are called “In the Book” and the questions that solicit responses from the reader’s experiences are called “In My Head”. Using the QAR strategy the questions that redirects students focus to the book are ‘Right There and ‘Think and Search’. While those questions that require students to tap into their higher order thinking skills while simultaneously using their experiences or sometimes simply their experiences include “Author and Me” and “On My Own”. The use of this strategy allows students to see the relationships between questions asked and their responses. According to Alder (2004) students can learn how to answer questions better with knowledge of the Question Answer Relationship (QAR) strategy. The QAR strategy is a strategy that allows students to understand both how questions are formed and also how the answers to those questions can be found.
Raphael and Au (2005) state that QAR can be used by teachers to “gain and regain focus on instruction in comprehension strategies in their classrooms” p. (213), teachers in traditional classrooms place great emphasis on the literal type questions and rarely do they venture into asking questions that require higher level skills. Raphael and Au (2005) say that “lessons in the reading programs often used in these classrooms tend to be based on texts that do not challenge or interest students” (p.209). When students are continuously asked questions that simply require them to ‘lift answers from the text’ then they are denied opportunity to develop their higher order thinking skills. Students are not challenged in any way and comprehension instruction becomes less meaningful and gradually its purpose diminishes. What is required are those questions that elicit strategic or critical thinking of students. Burns, Roe and Smith (2002) highlight the fact that there needs to be a balance approach in creating guided reading questions. This gives relevance for the use of the QAR strategy which has the ability to tap into all the taxonomies.
Students need to understand the overarching purpose for reading which is to find meaning, in order for students to do so successfully they need to be taught and given adequate exposure to comprehension strategies. Teachers need to employ comprehension strategies in comprehension instruction so that students can readily use them when the need arises. In responding to questions based on text students need to be proficient in answering questions at all levels and not just the literal level. They need to develop the skills and so teachers need to provide the strategic grounds to help them do so. 1100 words

CHAPTER THREE
Methodology
For the purpose of this study the teacher employed the strategy of action research. According to Mills (2003) action research is defined as “any systematic inquiry conducted by teachers, administrators, counsellors, or others with a vested interest in the teaching and learning process…gathering data about how their particular school operates…” cited in (Nolen and Putten 2007, p. 401). In essence this type of research uncovers information, based upon which necessary changes can be made in the teaching- learning situation.
This sort of inquiry provides a basis upon which the teacher researcher can learn of the needs of students in the classroom and develop a plan of action to respond to them. It further serves as a mirror for the educator to gain knowledge of areas of both weakness and strength and decide on its meaning to the teaching-learning situation. Teachers have for too long taken a traditional approach to teaching in their classrooms and so action research provides opportunity for self-enrichment of the teacher as a professional allowing him/her to evaluate whether the strategies and approaches being used are appropriate or whether they need to improve or change completely.
Action research can both provide a ‘yard stick’ against which educators can measure whether they are efficient in meeting their educational objectives and doing so successfully. As a reflective practitioner the exposure to a wide range of research can allow for teachers to make meaningful contributions to how curriculum is designed and provide a more practical approach to the learning situation since teachers are the ones in constant contact with students.
For this particular study, the teacher engaged in action research to determine whether knowledge of the QAR comprehension strategy improved the way students responded to comprehension questions.
Participants
The participants for this action research comprised of 20 grade five students. Of these grade five students there were a total of nine boys and eleven girls between the ages of nine to eleven years old. Four of the participants which included two girls and two boys were special needs. According to the special needs teacher and through the use of the RAT test the teacher indicated that these four students were operating below their present grade five level. The girls she explained are ahead of the boys as they both operate at the grade (3) reading level. The boys on the other hand were operating between grades (1) and (2) reading level. These students attend a special needs programme twice a week in order to receive individual assistance especially in the area of literacy.
These students were all selected for the intervention since the researcher clearly realised that all students face the same examination conditions. No child writes a different exam to another regardless of what reading level that they are operating at. The researcher as a result realised that both the regular students and special needs students would benefit from this intervention in whatever small way.
A second reason for selecting all the students including the special needs students- the QAR strategy includes questions from all the taxonomies and so it was recognized that all students had a chance to manage questions at some level, and do so efficiently. The strategy therefore in itself would help students at all reading levels and bring them to some point of mastery.
Data Collection Methods and Procedures
A total of four lessons were taught a week for the six week intervention period, during which time the researcher used the following instruments to gather information:
Test scores
In order to gather information for this study, the 2010 Minimum Standards Examination (MST) results were used for the students under investigation as well as end of second term examination results, (both exam papers can be found in appendix 1). It would also be relevant to mention that the intervention examination was administered at the end of the six weeks intervention period. The test was designed by the researcher to facilitate inclusion of the QAR type questions which students had been exposed to during the intervention. The test comprised of one reading passage with ten questions in-keeping with the format of the MST examination.
Journal
The researcher also used daily journal entries for the purpose of gathering data. “Journal writing is a personal activity” (McCallum 2011, p.36) as a result the researcher believed that through the use of journal entries made throughout the intervention period, by students, and with their permission, information was gathered about their feelings and reactions to events and the overall experience as it relates to the strategy that was implemented and lessons taught (samples shown in appendix 2). The researcher was particularly concerned with finding patterns in students’ journal entries that would guide decisions and plans for future lessons. The researcher’s journal was also used as according to McCallum (2011) it provides the following benefits; Journal writing provides a record of events and results and our reactions to them, it provides data on which to base reflective discussion and journal writing provides impetus to take action that is informed and planned (pp.36-37).
Observational Checklist
The observational checklist is described by British Council (n.d.) as things observers look for when going to observe a class. The use of the observational checklist proved very meaningful throughout the intervention as it was used specifically to monitor students’ behaviours and reactions to various activities employed during the intervention period. The checklist was precise and designed specifically to find out students’ reactions to the use of the QAR comprehension strategy in general. (sample appendix 3).
Unstructured Interviews
The researcher used unstructured interviews especially after lessons during the intervention period to understand students’ actions. These interviews were not restricted to the classroom or any form of privacy. Students were interviewed on the playing field, walking along with the researcher, during break or lunch or directly after lessons. Students were interviewed on a one-to-one basis and also in groups. This form of data collection proved a rich source of data as students spoke away from a formal setting and were free to say exactly how they felt or what they thought of various events or the QAR comprehension strategy in particular.
Trustworthiness of Data and Ethical Considerations
For the purpose of this investigation a letter was first written to the principal informing her of the requirements for the intervention period. Upon receipt of this letter the principal and the researcher had a one- on-one conversation at which point the researcher disclosed the nature of what would be done and when during the school day. Participants were also informed during a meeting of what was going to take place for the next six weeks and students were given an opportunity to opt out. All the participants showed a keen interest and were willing to be part of the intervention. There was no formal consent sought from parents as the intervention was done within normal school hours and during regular classes. However many students did mention to their guardians what would ensue and parents explained that participants’ were eager and ready to begin. For the purpose of anonymity and confidentiality pseudonyms were used to refer to participants.
Methods of Analysis
A combination of quantitative as well as qualitative data was used to analyse data from all sources.
Quantitative Data
Quantitative data is defined as . The test scores were the data collection method for which the quantitative method was used. Students’ results from the MST and end of second term examination were placed in a table. Percentage marks were used to compare students’ grades. A bar graph was also used to compare the results of four special needs students on the MST examination and the performance on the end of second term test. Again this was done using percentages.
Qualitative Data
Qualitative data is defined as . The journal entries, observational checklist and unstructured interviews were the data collection methods analysed this way. It provided information on how the participants felt, what they thought and how they behaved during the intervention period. The data here is crucial to the researcher as it examines the aspect of the investigation over which the researcher had little control. It will prove useful in determining students’ attitude towards the intervention.
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CHAPTER FOUR
Presentation and Analysis of Data
An analysis of information collected from the action research is presented in this chapter. The following instruments were used which included test scores, observational checklist, journal and unstructured interviews. The MST test scores in particular were used to determine how well students performed in the area of reading comprehension. The End of Second term test was used at the end of the intervention to ascertain the effectiveness of using a strategic approach to answering comprehension questions based on a passage. The observational checklist, journal and unstructured interviews were used during the intervention as a guide to students’ attitudes and reactions to using the QAR comprehension strategy. The data will be presented in tabular form where the results of the MST and the end of second term test will be compared.
Research Question 1: Will students’ reading comprehension improve after they have applied the Question Answer Relationship (QAR) strategy?
Table 1 showing the results from MST and the end of second term test Student | MST Test Scores in (%) | End of Second Term Test in (%) | Student 1 | 0 | 70 | Student 2 | 80 | 90 | Student 3 | 0 | 80 | Student 4 | 80 | 90 | Student 5 | 70 | 80 | Student 6 | 0 | 60 | Student 7 | 0 | 80 | Student 8 | 0 | 80 | Student 9 | 0 | 60 | Student 10 | 70 | 90 | Student 11 | 50 | 80 | Student 12 | 90 | 70 | Student 13 | 90 | 90 | Student 14 | 0 | 70 | Student 15 | 0 | 60 | Student 16 | 0 | 80 | Student 17 | 40 | 70 | Student 18 | 80 | 90 | Student 19 | 90 | 80 | Student 20 | 80 | 70 |

A quick glance at the two test results shows that there are lower scores in Test 1 than in Test 2. It shows that a significant number of scores in Test 1 are 0, whereas no one scored 0 on Test 2. It also shows that the highest number of students scored 80% on Test 2. So obviously, the modal score on Test 1 is 0%. On the other hand, the greatest number of children out of the sample – that is, 35% - scored 80%. The modal score therefore on Test 2 is 80%, and 44% of the sample scored it. Closer study reveals that 45% of the sample scored 0% on Test 1. On the second test, however, the lowest score of any of those scoring 0% on Test 1, is 60%.
Only 1 student or 5% of the sample scored 90, the highest score, on both tests. Three students or 15% of the sample scored lower on Test 2 than on Test 1. However, it will be seen that the scores of two of them are just 10% lower. Student #10 scored 20% lower on Test 1 than on Test 2.
The mean on Test 1 is 41, whereas it is 77 on Test 2. The range of scores in Test 1 is 90, with 45% scoring 0 and 15% scoring 90%. On the other hand, the range of Test 2 is 30, and the lowest score is 60. 15% of the sample attained that score, while 25% scored 90% which is the highest score for the test. The standard is 38.4 on Test 1 as compared to 10.05 on Test 2.
On the whole, the performance of students on Test 2 is better than on Test 1.

Bar graph 1 showing the performances of four special needs students from the sample on the MST and ESTT

On viewing the graph it is immediately noticed that the results show a marked difference in performance between the results these special needs students obtained on the MST and the ESTT. Most of the students went from scoring (0%) on the MST exam to scoring between (60%) to (90%) on the ESTT exam. The bar graph further reveals that on the MST three out of four (70%) of the special needs students failed while on the ESTT (0%) failed. There was a (100%) pass after the ESTT. This information also suggests that the special needs students were able to answer both questions at the literal level and questions at the inferential level based on the design of the end of second term test. (See appendix 1). Research question 2: Will students be willing and motivated to apply the QAR comprehension strategy to accomplish comprehension tasks. To respond to this research question the researcher used a combination of sources namely the journal, observational checklist and unstructured interviews. The data from these sources generally revealed that students were totally enthralled in the experience. Students showed enthusiasm to get down to work quickly and were eager to learn more about the QAR comprehension strategy. Even when the times were changed to accommodate the tutor for observation students constantly asked “Miss, are we having our Reading Comprehension lessons today?” Students were always readily available to help with the materials for the lesson and would ask “Miss are we playing games today? Miss, what is this for? Miss are we going to do the ‘”Think and Search source today?” Students showed signs of total excitement and the most interesting comment I heard throughout the six week intervention was “Miss, I was on the computer and I looked for QAR and got some information.” The researcher observed that even when students were sent out to lunch, most students willingly stayed in to complete or make corrections to activities done during the lesson. The teacher would often have to remind students of the school feeding program if they stayed in to work on these tasks they would not get lunch from the kitchen. The special needs students who often seem laid back and unperturbed about what was happening were now asking their peers questions, making contributions to class activities, writing and searching actively for responses to questions. Students stated clearly in their journal entries that learning about this strategy was so much fun and they did not want to miss any lessons so they would attend school every day. From the observational checklist the researcher was able to deduce that students were motivated to participate in reading comprehension no matter what time of day. Even when attempting to measure boredom by way of the checklist, the researcher found no one was detached from the experience. All students embraced the experiences for the six week period. A particular experience remains in my head when a particular student was asked to go on an errand to the resource centre downstairs from our classroom and he outwardly stated “Miss, I not finish my work, send somebody else please.” Finally interviewing students was a fascinating experience as students would literally say “Miss I knew where to get the answer eee I do know what happen to me”. Students would also wish that all subjects would have so much fun. Towards the end of the investigation students complained of their challenges with responding to the inferential questions and that they felt they needed more help from the researcher to perform much better. Discussion of Findings According to (Taylor, Pearson, Peterson, & Rodriguez, 2003) “It is clear from research that all students need instruction in reading comprehension, especially the kind that focuses on the strategies required to answer and generate challenging questions” (cited in Raphael and Au 2005, p. 206). Such strategies give students a strategic approach to completing comprehension tasks “even when the material is neither easy to understand nor intrinsically interesting” (Raphael and Au 2005, p. 206). Students can adequately and efficiently devise a plan in order to successfully complete comprehension activities. Alder (2004) explains that “Comprehension strategies are conscious plans- sets of steps that good readers use to make sense of text” (p.1). The use of the QAR comprehension strategy is proven to be a helpful tool in a reading comprehension classroom. Students are more confident and more purposeful in their reading of texts. The knowledge of the use of the QAR comprehension strategy and the opportunities presented to students to practice applying this strategy resulted in a noticeable improvement in students comprehension grades. Raphael and Wonnacott (1985), Randolph (1996) and Graham and Wong (1993) corroborates stating “Many research studies have been conducted in the upper elementary grades (Grades 3-6) and middle and high school that prove that QAR improves students' reading comprehension” cited in (Kinniburgh and Shaw 2009, p19) The strategy proved beneficial to the entire class but more specifically, and more interestingly it resulted in better performances of special needs students in reading comprehension. Raphael and Au (2005) support this by stating that “The use of QAR as a framework for comprehension across the grades and school subjects may be particularly helpful in schools serving many students of diverse backgrounds” (p.206). Teaching students how to use strategies requires teachers to be in a knowledgeable position so that students can see the strategy in operation. According to Wilson and Smetana (2009) this is seen when “the teacher models questioning strategies to provide students with a window into the thinking an expert uses when questioning” (p.20). Throughout the investigation students really grasped the application of different aspects of the study when the teacher modelled and scaffold. Students also made use of their prior experiences and knowledge to gain knowledge of passages. Stahl (2004) asserts that “children who actively engage in particular cognitive strategies (activating prior knowledge…) are likely to understand and recall more of what they read. (p.598). The students were indeed engaged throughout the six weeks in activities that enabled them to use the prior knowledge that they possessed in understanding and responding fruitfully to questions. One additional area that was deemed necessary was proper preparation in terms of material for students and formulating appropriate questions. The material or teaching aids used had to be relevant and interesting to students so that they not only enjoyed the lesson but as mentioned earlier could tap into any prior knowledge or experiences that they had. This made the lessons move with ease as objectives for each lesson was met. It bred motivation in students to learn more about QAR. It also contributed to their improvement in reading comprehension. Li (2007) explains that “Good material will help the students develop and improve their reading skills. It will also help the teacher fulfil his teaching objectives” (p.17). Generally it can be concluded that the strategy was effective at helping students’ improve their grades on reading comprehension in spite of the diversity which obviously exists in the classroom. It can also be concluded that students were motivated and interested in the use of the comprehension strategy. While this is so there is certainly a need for reinforcement in the use of this strategy so that students will develop mastery of its usage. Action Plan Due to the findings of this research, the researcher will * Continue to provide reinforcement lessons to students for the use of the QAR comprehension strategy. * Research and incorporate other appropriate strategies in the reading comprehension lesson * Make a presentation of the findings of this study to the teachers of the school at which the researcher works on a professional development day and will also use this opportunity to encourage its use by teachers of all the grade levels. * Request permission from the District Education Officer (DEO) to conduct workshops with teachers on the usefulness of this study, in schools throughout the districts or with a representative of each school. The researcher will also like to make the following recommendations; To The Curriculum Officers of the Curriculum and Materials Development Unit; * That the Language Arts curriculum is designed in a manner that requires teachers to employ comprehension strategies in the teaching-Learning process. * Curriculum officers because of their training and expertise, provide via workshops, the richness and success that comes to learning through the use of appropriate comprehension strategies. * The Examinations Unit of the Ministry of Education; * Ensure that the structure of questions on the national exams such as MST and even CEE are patterned after the strategies recommended for developing good comprehension skills. * Encourage the contributions of classroom teachers when designing national tests especially if the curriculum has required teachers to use the strategies in their classrooms.

Reflection One of the most salient things for me from this entire investigation is how easily we teachers have fallen into the web of tradition. It is a cycle which can never bring a significant change in any classroom. In order for there to be change, there must be an active approach to both teaching and learning. For me the teaching aspect was quite challenging, considering the very little time available for implementation and the context in which I had to operate. With the interference of the second language and also the diversity in learning abilities in my classroom, I deemed this an impossible task and approached it with much hesitation and negativity. Nevertheless, I came to realise that through my active research and readings of material specifically material pertaining to comprehension strategies and in particular Question Answer Relationship that what was ahead could indeed bring great change to how my students and myself approach reading comprehension. As the investigation went on and as I saw how absorbed my students became, I realised that the novelty as well as the success they experienced with the strategy would prove rewarding. At the end of the day what I was truly thankful for was my journal entries. These served as a great support or need I say a mirror for me as a professional and my teaching practices. I was able to really reflect on my teaching; areas of weaknesses as well as strengths and make adjustments where necessary. I saw the value of what I just knew as ‘concepts in education’, direct instruction and scaffolding, play out in great success. There was also an unusual change in my students’ behaviour and attention. The usual culprits of bad behaviour had become the usual participators and reminders of our reading comprehension lessons, being very helpful in the process. Having to respond to the diversity in students’ needs was daring especially under exam conditions. Having to differentiate or do extra scaffolding was daunting, but I was determined to see if the use of ‘strategy’ made students more efficient and what better way to measure that than with students who were indeed challenged in reading. I wanted to see what would happen when they received help in learning strategy. Having kept them in the class required more effort on my part but at the end even these students improved significantly. This experience allowed me to broaden my thinking as a professional and get involved in more critical thinking as it pertains to teaching and learning. Now my peers and I doing this same program in the same school could solicit the advice and opinions of each other, now we were learning all these new things about ‘action research’, we were now in a better place to ‘lend a helping hand’. Finally what I would love to say about this entire experience is that, more than ever before, I realise that the teaching- learning situation is about our students. What they take away from the learning environment reflects on what and how well they were taught. As a result as professionals we must take an active role in how we do our jobs. That would require us to constantly observe and interact with students but more so to research and investigate based on the areas we find are deficient. In doing so we become more efficient and we empower our students for learning.

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