KATIE SEEBERGSUMMER 2012

QAR:Question Answer

Relationships

QAR

developed by Taffy Raphael

question, text, and background of reader metacognition

4 question/answer relationships:

1. Right ThereIN THE BOOK

2. Think & Search__________________________________________

3. Author & MeIN MY HEAD

4. On My Own

Right There answer directly in text, usually in a single line “according to the passage,” “how many,” “where is,” “what is”

Think & Search answer is in selection, but reader must piece together bits of

information main idea, cause & effect, compare/contrast, summarize

Author & Me answer not in the text—reader must think about what he already

knows, what author reveals, and how both fit together “author implies,” “the passage suggests,” “the speaker’s attitude”

On My Own answer not in text; question can be answered without even

reading the text based solely on reader’s own experiences and knowledge “in your opinion,” “based on your experience,” “think about

someone you know”

According to Raphael, QAR “provides a framework that offers teachers a straightforward approach for reading comprehension instruction with the potential of eventually closing the literacy achievement gap” (2005).

Children who receive orientation in QAR framework consistently outperform those who do not (Ezell and Kohler 1992) this framework particularly effective for average- to low-

ability children

1) “The need for a shared language to make visible the largely invisible processes underlying reading and listening comprehension.”

2) “The need for a framework for organizing questioning activities and comprehension instruction within and across grades & subjects.”

3) “The need for accessible and straightforward whole-school reform for literacy instruction oriented toward higher level thinking.”

4) “The need to prepare students for high-stakes testing without undermining a strong focus on higher level thinking with text.” QAR teaches students to be strategic readers

regardless of text (language arts, other subjects, state/school assessments)

better equipped for growing # of higher level comprehension ?s on standardized tests

12 questions on 4th grade NAEP reading selection 6 multiple choice ?sRight There, Author & Me, Think &

Search 5 short response Right There, Author & Me, Think &

Search 1 extended responseAuthor & Me

QAR & Comprehension Strategies

On My Own Activating prior knowledge

(about genre, experiences, authors)

Connecting to the topic (self-to-text)

Right There Scanning to locate

information Note-taking strategies to

support easier recall of key info.

Using context clues for creating definitions

Think & Search Identifying important info. Summarizing Using text organization to identify

relevant info. Visualizing Using context to describe symbols

and figurative language Clarifying Making text-to-text connections Making simple inferences

Author & Me Predicting Visualizing Making simple & complex

inferences Distinguishing fact & opinion Making text-to-self connections

QAR & the Reading Cycle

Before Reading On My Own Author & Me

During Reading Author & Me Think & Search Right There

After Reading Author & Me Think & Search

For Consideration

Younger students need more training for QAR to be effective.

More studies needed on: Students 3rd grade and younger Effects of training students to generate their own QAR

questions

References

Ezell, H., & Kohler, F. (1992). Use of peer-assisted procedures to teach QAR reading comprehension strategies to third-grade children. Education and Treatment of Children, 15(3). Retrieved July 16, 2012.

Florida Center for Instructional Technology, College of Education, University of South Florida. (2009). FCAT express: Question/Answer relationship. Question/Answer Relationship (QAR). Retrieved from http://fcit.usf.edu/fcat10r/home/references/additional-reading-strategies/qar.html

Jones, R. (2006, July 19). Question-Answer relationships. Readingquest.org. Retrieved from http://www.readingquest.org.strat/qar.html

Kinniburgh, L. H., & Shaw, E. L. (2009). Using question-answer relationships to build: Reading comprehension in science. Science Activities: Classroom Projects and Curriculum Ideas, 45(4), 19-28. doi:

10.3200/SATS.45.4.19-28 Raphael, T. E., & Au, K. H. (2005). QAR: Enhancing comprehension and test

taking across grades and content areas. The Reading Teacher, 59(3), 206-221. doi: 10.1598/RT.59.3.1