In cooperative groups, have students read a short passage (50-75 words) and give them one of each type of question. This part of the process can be easier for students if they begin by working in cooperative groups and then transition to working independently after they show a thorough understanding of this strategy. Have students categorize the question-answer relationships and explain their thought processes. Then, generate one of each of the four types of questions and provide the answer to the questions. Model an example of each type of question, thinking out loud so students can "see" your thought process as you determine the relationships. Next, introduce the two types of questions at each level. Introduce the two levels of questions, In the Text and In My Head, and explain that they tell where students can find the answers to questions. Ensure that students are able to identify and write questions. When introducing QAR, start with short, narrative reading texts. Taffy Raphael, who developed QAR, suggested the following lesson progression for teaching the strategy (1982). Some examples of phrases used for On My Own questions: ![]() ![]() Answers do not require information from the text but do require that students make some type of judgment about or relate to the topic of the text. These questions require inferential and evaluative thinking. The answer comes entirely from students' prior knowledge. Some examples of phrases used for Author and Me questions: Students must synthesize the text to fully understand the question. The answer to the question comes from both clues in the text and students' prior knowledge. Students must use their prior knowledge to answer these types of questions. Some examples of phrases used for Think and Search questions: The question and answer have different wordings. The answer is found in several parts of the text. Some examples of phrases used for Right There questions: There is usually only one right answer to Right There questions. Answers usually are one-word or short-phrase responses. The answer is in one sentence of the text the question and answer usually have the same wording. The levels and types of comprehension questions are described below. According to research cited by the National Institute for Literacy, teaching about question-answer relationships is an effective strategy for improving comprehension when used as part of a multiple-strategy model (2001). Understanding how the question-answer relationship works is an important component of comprehending text. ![]() Teaching students the QAR strategy encourages teachers to be aware of, and, it is hoped, improve the types of thinking they are requiring of their students. Teachers use questioning strategies to guide and monitor student learning and to promote higher-level thinking in their students. Teaching students about question-answer relationships can help them to ask effective questions as they read and respond to the text. It encourages students to be more efficient and strategic readers. Understanding question-answer relationships helps students learn the kind of thinking that different types of questions require, as well as where to go for answers in the text. Students often follow an extremely literal or "in their head" approach when answering questions about what they have read. On My Own: Do you know what it's like to feel jealousy? Think and Search: How did the character return home?Īuthor and Me: Would you have made the same choice the character made? QAR outlines where information can be found "In the Text" or "In my Head." It then breaks down the actual question-answer relationships into four types: Right There, Think and Search, Author and Me, and On My Own.įor example, these are questions at each level: In the Text It encourages students to be active, strategic readers of texts. Question-Answer Relationships, or QAR, is a reading comprehension strategy developed to "clarify how students approach the tasks of reading texts and answering questions" (Raphael 1986). Of 2 Question-Answer Relationships What Is It?
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