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times, students who struggle with learning new material will be able to
better
obtain
information
through
the
use
of
cognitive
and
metacognitive
strategies.
Due
to
this,
focusing
on
cognitive/metacognitive
strategies
is
crucial
when
working
with
struggling
learners.
Specifically,
using
cognitive/metacognitive
to
enhance
ones
plan
of
gaining
knowledge
can
be
extremely
effective,
as
it
will
lead
to
students
learning
AND
thinking
about
their
learning
as
a
routine.
Students
will
know
their
strengths
and
weaknesses,
which
can
be
built
on
in
the
classroom.
In
addition,
using
cognitive/metacognitive
strategies
with
students
of
exceptional
learning
needs
give
students
more
independence
and
responsibility
for
their
own
learning
which
is
an
especially
important
aspect
when
working
with
adolescent
learners
nearing
transition
(either
transition
into
high-school
or
post-secondary
transition).
Specifically
in
reading,
writing,
and
math,
teaching
cognitive/metacognitive
strategies
in
the
classroom
can
truly
impact
students
learning
positively.
While
all
cognitive
strategies
are
crucial
to
adolescent
learning,
reading
cognitive
strategies
are
extraordinarily
important.
While
math
and
writing
strategies
are
important
as
well,
neither
of
these
subjects
can
be
fully
comprehended
without
reading
comprehension.
Due
to
this,
it
is
imperative
for
teachers
to
take
an
early
stance
on
students
who
seem
to
be
falling
behind
in
reading
identification
and
comprehension.
One
of
the
best
ways
to
enhance
reading
skills
in
adolescents
who
are
struggling
is
to
use
the
Question-Answer
Relationship
strategy
(QAR).
QAR
is
a
strategy
to
use
with
students
after
they
have
finished
reading
a
passage
or
story
to
help
enhance
comprehension.
According
to
WETA
(2015),
the
QAR
strategy
teaches
students
how
to
decipher
what
types
of
questions
they
are
being
asked
and
where
to
find
the
answers
to
them.
In
the
QAR
questions,
four
different
categories
exist:
Right
There
Questions,
Think
and
Search
Questions,
Author
and
You
Questions,
and
On
My
Own
Questions.
Right
There
Questions
are
extremely
straightforward,
as
they
are
literal
questions
with
answers
found
directly
in
the
text.
Think
and
Search
questions
require
a
little
more
thinking,
as
they
are
questions
based
on
information
provided
in
multiple
areas
of
the
text.
Author
and
You
questions
are
questions
that
students
are
required
to
apply
their
own
experiences
to
what
is
said
in
the
text.
Lastly,
On
My
Own
questions
are
questions
that
are
on
the
subject
of
the
text,
but
require
students
to
use
background
knowledge
to
answer
rather
than
reading
the
text
(WETA,
2015).
The
QAR
strategy
really
focuses
on
helping
teachers
help
students.
The
intended
end
result
of
using
QAR
is
that
all
students
will
achieve
higher
levels
of
literacy,
while
also
bridging
the
literacy
gap
for
learners
who
may
be
falling
behind
their
peers
(Raphael
&
Au,
2005).
According
to
Raphael
and
Au
(2005),
the
main
purpose
of
QAR
is
to
provide
a
framework
that
offers
teachers
a
straightforward
approach
for
reading
comprehension
instruction
with
the
potential
of
eventually
closing
the
literacy
achievement
gap
(p.
208).
As
a
starting
point,
there
are
multiple
ways
in
which
QAR
bridges
the
gap
for
learners
with
deficits.
QAR
focuses
on
organizing
questioning
activities
to
increase
comprehension
across
multiple
grade
levels
and
subjects
in
regard
to
helping
students
engage
in
a
higher
level
thinking
through
literacy
instruction.
This
also
provides
students
with
necessary
skills
for
high-stakes
testing
(Raphael
&
Au,
2005).
Using
Right
There
questions,
students
are
encouraged
to
first
scan
the
text
to
locate
crucial
information.
Following
this
step,
students
should
take
notes
on
the
text
and
use
context
clues
to
clarify
definitions.
With
Think
and
Search
questions,
students
should
first
identify
important
information,
and
then
summarize
the
information
to
come
up
with
potential
answers.
They
can
follow
by
using
the
physical
organization
of
the
text
to
properly
come
up
with
an
answer.
With
Author
and
Me
questions,
students
are
taught
to
first
predict
in
the
text,
then
visualize,
then
begin
to
make
inferences.
The
last
step
in
Author
and
Me
questions
is
to
make
text-to-self
connections.
The
most
challenging
question
type,
the
On
My
Own
question,
adds
to
the
Author
and
Me
questions
by
adding
text-to-text
connections
and
additional
inferences
(Raphael
&
Au,
2005).
Encouraging
students
to
understand
the
reading
cycle
is
another
important
process
toward
achieving
reading
comprehension
using
QAR.
To
understand
the
reading
cycle
using
this
strategy,
students
will
think
about
questions
directly
related
to
the
text,
such
as
who
is
the
main
character?
(Right
There
questions),
what
is
the
problem
and
how
is
it
resolved?
(Think
and
Search
questions),
what
might
this
story
be
about,
based
on
the
title
or
cover
(Author
and
Me
Questions),
and
what
do
I
already
know
that
can
connect
me
to
the
text?
(On
My
Own
questions)
(Raphael
&
Au,
2005).
The
most
effective
way
to
utilize
these
strategies
of
questioning
is
through
teacher
modeling.
Teachers
should
come
up
with
predetermined
questions
from
each
category,
read
a
passage
aloud,
ask
questions,
model
thinking
about
which
category
each
question
fits
into,
and
model
showing
the
students
where
to
find
each
answer/thinking
process
behind
finding
the
answer.
After
modeling
these
skills,
students
should
be
able
to
begin
attaining
basic
reading
and
comprehension
skills
(WETA,
2015).
Research
exists
to
prove
that
QAR
works
for
adolescent
learners
with
comprehension
and
general
reading
deficits.
According
to
Raphael
and
Au
(2005),
to
demonstrate
high
levels
of
literacy
when
reading
nonfiction,
students
will
need
to
draw
on
their
knowledge
of
text
organization
and
be
able
to
identify
important
details
in
texts,
graphs,
photos
and
other
materials
(p.
207).
QAR
enhances
this
process
by
encouraging
students
to
be
able
to
identify
these
details.
In
addition,
Raphael
and
Au
attest
that
two
decades
ago,
research
showed
that
QAR
could
reliably
improve
students
comprehension
(p.
208).
It
is
also
important
to
note
that
QAR
has
been
proven
effective
while
adjusted
for
multiple
grade
levels
and
content
areas.
The
progression
of
difficulty
provided
by
the
questioning
categories
has
proven
effective
across
multiple
domains
(Raphael
&
Au,
2005).
Overall,
QAR
is
an
incredibly
effective
reading
cognitive
strategy
to
utilize
with
adolescent
learners.
The
steps
detailed
within
the
strategy
allow
learners
to
separate
their
reading
comprehension
into
categories
and
be
able
to
answer
questions
from
each
category.
This
has
been
effective
with
learners
of
all
ages,
in
multiple
discipline
areas.
As
important
as
reading
cognitive
strategies
are,
writing
cognitive
strategies
are
also
crucial
to
the
success
of
individuals
communication
skills.
POW
+
TREE
is
one
strategy
that
works
to
help
students
develop
writing
skills.
While
this
strategy
is
primarily
used
for
individuals
with
deficits
in
writing,
it
has
been
an
effective
strategy
for
all
individuals.
Having
most
research
based
on
helping
individuals
with
learning
disabilities,
Mason
and
Shriner
(2008)
focus
on
how
POW
+
TREEs
usage
can
support
children
with
emotional
and
behavioral
needs.
The POW + TREE strategy has a variety of purposes to help students with
writing
development.
According
to
Mason
and
Shriner
(2008),
POW
+
TREE
helps
students
by
teaching
them
to
develop
their
opinions
and
thoughts
into
manageable
components
prior
to
and
during
the
writing
process
(p.
74).
The
key
word
in
this
is
components.
This
strategy
has
been
proven
an
effective
strategy
to
help
students
break
their
writing
down
into
parts.
In
particular,
it
helps
students
organize
notes
and
write
persuasive
papers
based
on
this
organization.
In
addition,
this
strategy
encourages
students
to
add
to
their
essays
(rather
than
writing
simplistic
essays)
and
to
support
the
details
they
include
in
their
writing
with
explanations
(Mason
&
Shriner,
2008).
POW + TREE works to bridge the gap for learners with skill deficits by
where
TREE
is
utilized.
The
most
traditional
way
to
use
the
TREE
method
is
to:
come
up
with
a
topic
sentence,
come
up
with
your
reasons,
explain
your
reasons,
and
create
an
ending.
The
topic
sentence
stage
encourages
students
to
reflect
on
their
own
beliefs
and
make
their
beliefs
into
one
sentence.
The
reasons
stage
allows
students
to
reflect
on
WHY
they
believe
what
they
do
(in
three
or
more
reasons,
thus
creating
three
main
ideas).
After
coming
up
with
three
main
reasons,
students
will
explain
their
reasons
providing
explanations
(this
is
the
meat
of
the
paragraphs).
The
last
step
is
the
ending,
which
encourages
students
to
wrap
up
their
beliefs
included
in
the
essay
or
paper
(Mason
&
Shriner,
2008).
When
POW
and
TREE
are
combined,
students
have
their
writing
broken
down
into
sensible
sections.
This
allows
them
to
reflect
on
their
own
thinking,
as
well
as
creating
a
piece
detailing
effective
writing
skills.
Teachers
are
encouraged
to
model
this
process
prior
to
teaching
students
the
step-by-step
process.
As
a
writing
strategy,
POW
+
TREE
has
been
found
effective
when
used
with
elementary
students
and
secondary
students.
According
to
Mason
and
Shriner
(2008),
using
POW
+
TREE
has
been
shown
to
improve
students
essay
length,
elements,
and
quality
(p.
86).
In
a
study
conducted
with
students
diagnosed
with
emotional/behavioral
disorders,
five
out
of
six
students
(between
ages
of
10
and
13)
showed
improvement
in
writing
persuasive
essays
(Mason
&
Shriner,
2008).
Researchers
determined
improvement
by
examining
the
cohesiveness
of
parts
of
the
essay,
quality
of
writing,
amount
of
words
written,
and
usage
of
transition
words.
Overall,
students
generally
perform
better
on
tasks
when
they
are
given
a
graphic
organizer
to
use.
The
POW
+
TREE
writing
strategy
expands
on
the
concept,
by
giving
students
a
step-by-step
process
to
follow.
Helping
students
of
all
ages
and
abilities,
POW
+
TREE
is
an
effective
strategy
that
has
been
proven
to
help
students
enhance
their
writing
skills,
particularly
in
persuasive
writing.
While
reading
and
writing
are
necessary
for
the
mastery
of
most
subject
areas,
math
is
very
applicable
to
every
day
life.
Additionally,
math
is
a
subject
in
which
students
tend
to
struggle
most
in.
Due
to
this,
cognitive
strategies
in
math
are
extremely
important
to
the
success
of
individuals
with
learning
difficulties.
Particularly,
word
problems
in
math
seem
to
be
of
a
difficult
nature
for
students
with
learning
disabilities.
Solve
It!
is
a
cognitive
strategy
utilized
in
math,
specifically
to
help
individuals
who
have
difficulties
solving
word
problems.
This
strategy
proves
to
be
especially
effective
for
students
with
learning
disabilities
in
math
but
can
be
used
in
the
general
education
setting
as
well.
According
to
Montague,
Warger
and
Morgan
(2000),
teachers
generally
teach
solving
word
problems
in
a
problematic
way.
The
way
this
process
is
generally
taught
includes
steps
of
1)
reading
the
problem,
2)
deciding
what
to
do,
3)
solving
it,
and
4)
checking
work.
The
main
purpose
of
Solve
It!
is
to
add
to
this
original
process,
by
providing
extra
instructional
assistance
for
teaching
students
how
to
decide
what
to
do
(Montague
et
al.,
2000,
p.
111).
Solve
It!
sets
out
to
teach
students
to
first
UNDERSTAND
the
problem,
then
ANALYZE
the
information
prior
to
developing
a
LOGICAL
plan
and
evaluating
the
solution.
When teachers encourage the use of Solve It! to solve word problems in
math,
they
do
so
in
a
step-by-step
process
with
the
expectation
that
students
will
learn
to
read
the
problem
for
understanding.
First,
students
are
taught
to
read
the
problem
for
understanding.
Then,
students
are
encouraged
to
paraphrase
by
putting
the
problem
into
their
own
words,
followed
by
visualizing
the
problem
by
drawing
a
picture
or
making
a
mental
image
to
represent
the
problem.
The
final
steps
include
setting
up
a
plan
for
solving
the
problem,
estimating
the
answer,
and
computing
the
answer.
Finally,
students
will
verify
the
solution
(Montague
et
al.,
2000).
This
process
not
only
helps
students
engage
in
an
effective
step-by-step
process,
but
also
teaches
students
the
importance
of
self-regulation
strategies
by
checking
their
work
throughout
each
step.
This
process
is
proven
to
be
student-centered,
process
oriented,
and
relevant
to
instruction.
Solve It! has been tested specifically in three studies with students with
learning
disabilities.
Research
from
these
studies
show
that
the
paraphrasing
step
of
this
strategy
is
especially
important
to
help
struggling
learners,
as
these
students
often
have
difficulty
representing
and
understanding
problems.
In
addition,
these
students
benefit
from
using
visualization
and
developing
hypotheses,
both
of
which
Solve
It!
promotes
(Montague
et
al.,
2000).
In
one
of
the
studies
mentioned,
the
progress
of
twelve
students
was
measured,
using
Solve
It!
to
take
math
assessments.
Six
of
these
students
were
grades
six
through
eight,
while
six
were
high
school
students.
In
this
study,
each
of
the
students
increased
their
scores
substantially,
proving
the
effectiveness
of
Solve
It!
as
a
cognitive
strategy
in
math
(Montague
et
al.,
2000).
diminished.
Math
is
everywhere,
and
many
students
will
not
master
necessary
skills
without
being
taught
proper
strategies.
Solve
It!
is
one
of
these
strategies,
as
it
maintains
the
importance
of
solving
word
problems
in
math
among
struggling
learners.
There
are
many
clear
benefits
of
using
cognitive/metacognitive
strategies
for
struggling
adolescent
learners
in
reading,
writing,
and
math.
In
addition
to
helping
students
take
responsibility
for
their
own
knowledge,
it
also
allows
students
to
see
their
areas
of
strength
and
weaknesses.
Overall,
using
cognitive/metacognitive
strategies
provides
routine
for
students
with
learning
difficulties,
which
allows
for
a
more
practiced,
efficient
way
to
learn.
References
IRIS
(2014).
Improving
writing
performance:
A
strategy
for
writing
persuasive
instruction for writing an opinion essay: Effects for six students with
Montague,
M.,
Warger,
C.,
&
Morgan,
T.
H.
(2000).
Solve
It!:
Strategy
instruction
to
Raphael,
T.
E.,
&
Au,
K.
H.
(2005).
QAR:
Enhancing
comprehension
and
test
taking
across
grades
and
content
areas.
Reading
Teacher,
59(3),
206-221.
WETA.
(2015).
Question-answer
relationship.
Retrieved
June
25,
2015,
from
http://www.adlit.org/strategies/19802/