الفهرس 
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Abstract
The purpose of this study was to see if using a question-answer relationship technique could help Kuwaiti primary school EFL pupils develop their reading comprehension skills. The experimental method in a quasi- experimental design (two groups) was utilized to achieve this aim. The participants comprised of (30) female students from Khawla Primary school for girls in Al-Asimah Administration (The researcher was not able to apply the experiment on preparatory pupils due to administrative complications. Consequently, the study was made on primary stage pupils with necessary modifications). They were categorized into two groups, one experimental and the other control, (15) participants each. A reading comprehension skills` test was used as the study’s instrument. It was utilized as a pre-posttest to determine the differences between the means of the students’ scores. For six weeks during the second term of the school year 2020-2021, the control group was taught using the standard technique, while the experimental group was taught using the Question-Answer Relationship (QAR) approach. After that, the post-test was administrated. For independent samples, the statistical (t) test was utilized. The study’s most notable finding was a significant difference between the two groups’ means in the posttest in favour of the experimental group at the (0.01) level. The study recommended the adoption of the QAR strategy and employing it to develop other English language skills.
Key words: Question Answer Relationship Strategy, Reading Comprehension Skills, Primary Education.