Strategy #3 QAR-Question Answer Relationship
GENERAL SUMMARY:
QAR is all about studying the relationship between questions and answers. It focuses on which types of questions are paired with certain types of answers. QAR teaches the students to recognize the type of answer needed based on the type of question given. It is a way to teach the students metacognition. When taking tests, students need to know when the question is asking for a fact, a supported argument, or an opinion. Students will know what type of answer they need to provide when they are able to recognize which type of question is being asked. This is a strategy that will help students who struggle with test-taking. It’s also great to teach before standardized assessments. When using this strategy, teachers can tell with which type of questions students are struggling.
HOW TO IMPLEMENT QAR:
From www.readingrockets.org/strategies/question_answer_relationship/
Here is a video of Question Answer Relationship in action:
QAR is all about studying the relationship between questions and answers. It focuses on which types of questions are paired with certain types of answers. QAR teaches the students to recognize the type of answer needed based on the type of question given. It is a way to teach the students metacognition. When taking tests, students need to know when the question is asking for a fact, a supported argument, or an opinion. Students will know what type of answer they need to provide when they are able to recognize which type of question is being asked. This is a strategy that will help students who struggle with test-taking. It’s also great to teach before standardized assessments. When using this strategy, teachers can tell with which type of questions students are struggling.
HOW TO IMPLEMENT QAR:
From www.readingrockets.org/strategies/question_answer_relationship/
- Explain to students that there are four types of questions they will encounter. Define each type of question and give an example.
Four types of questions are examined in the QAR:- Right There Questions: Literal questions whose answers can be found in the text. Often the words used in the question are the same words found in the text.
- Think and Search Questions: Answers are gathered from several parts of the text and put together to make meaning.
- Author and You: These questions are based on information provided in the text but the student is required to relate it to their own experience. Although the answer does not lie directly in the text, the student must have read it in order to answer the question.
- On My Own: These questions do not require the student to have read the passage but he/she must use their background or prior knowledge to answer the question.
- Read a short passage aloud to your students.
- Have predetermined questions you will ask after you stop reading. When you have finished reading, read the questions aloud to students and model how you decide which type of question you have been asked to answer.
- Show students how find information to answer the question (i.e., in the text, from your own experiences, etc.).
Here is a video of Question Answer Relationship in action:
ASSESSMENT:
QAR is a good tool to use as a type of formative assessment. It can help the teacher understand which types of questions with which the students are struggling. After an exam, the teacher could point out which type of question was missed the most and teach a lesson based around it.
SUPPORTING EVIDENCE/RESEARCH
"The success of QAR has been validated by research across content areas and genres (Raphael & Au, 2005). QAR fits into the QAT framework because it requires students to think about the relationship between the text and the question. It also gives students the tools to identify the type of information needed to answer questions."
Questioning as Thinking: A Metacognitive Framework, Wilson, Nance S; Smetana, Linda. Middle School Journal 41. 2 (Nov 2009): 20-28.
"Intervention researchers have generated various terms such as "right there," "think and search," and "on my own" (Raphael & Pearson, 1985; Raphael & Wonnacott, 1985) "here," "hidden," and "in my head" (L. Graham & Wong,1993), or "in the book" and "in my head" (Raphael, 1986) to teach average and poor readers in fourth through sixth grade to answer literal and inferential questions."
Teaching effective comprehension strategies to students with learning and reading disabilities, Swanson, Philip N; De La Paz, Susan. Intervention in School and Clinic 33. 4 (Mar 1998): 209.
QAR is a good tool to use as a type of formative assessment. It can help the teacher understand which types of questions with which the students are struggling. After an exam, the teacher could point out which type of question was missed the most and teach a lesson based around it.
SUPPORTING EVIDENCE/RESEARCH
"The success of QAR has been validated by research across content areas and genres (Raphael & Au, 2005). QAR fits into the QAT framework because it requires students to think about the relationship between the text and the question. It also gives students the tools to identify the type of information needed to answer questions."
Questioning as Thinking: A Metacognitive Framework, Wilson, Nance S; Smetana, Linda. Middle School Journal 41. 2 (Nov 2009): 20-28.
"Intervention researchers have generated various terms such as "right there," "think and search," and "on my own" (Raphael & Pearson, 1985; Raphael & Wonnacott, 1985) "here," "hidden," and "in my head" (L. Graham & Wong,1993), or "in the book" and "in my head" (Raphael, 1986) to teach average and poor readers in fourth through sixth grade to answer literal and inferential questions."
Teaching effective comprehension strategies to students with learning and reading disabilities, Swanson, Philip N; De La Paz, Susan. Intervention in School and Clinic 33. 4 (Mar 1998): 209.