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Peer reviewedWalker, L.; Munro, J.; Rickards, F. W. – Volta Review, 1998
This study compared the literal and inferential comprehension abilities for textual, functional, and recreational text genres of 195 students who were deaf or hard of hearing. Literal comprehension exceeded inferential comprehension for males but not females. Educational setting (special class, resource room, or fully mainstreamed) influenced…
Descriptors: Deafness, Elementary Secondary Education, Hearing Impairments, Inclusive Schools
Peer reviewedSimmonds, Effie P. M. – Learning Disabilities Research and Practice, 1992
Twenty-four resource room teachers were trained in either teaching Question-Answer Relationships (QARs) or traditional methods of reading comprehension instruction, including literal questions, locating supporting details, and drawing conclusions. Results indicated that QARs readily accommodated to content area reading material and elevated…
Descriptors: Elementary Secondary Education, Inservice Teacher Education, Instructional Effectiveness, Learning Disabilities
