Abstract
The No Child Left Behind Act (2001) placed pressure on elementary teachers to raise standardized test scores in reading and mathematics. Unfortunately, the focus on reading and math has led to reduced time for science instruction. Mandatory standardized testing in science began in elementary schools across the United States in 2007. Instructing students in using a reading comprehension strategy—the question—answer relationship (QAR)—during science instruction can increase students' reading comprehension of science texts, leading to increased test scores in science and reading.
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