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QAR: Question Answer Relationships

QAR: Question Answer Relationships. Katie Seeberg Summer 2012. QAR. developed by Taffy Raphael question, text, and background of reader metacognition 4 question/answer relationships: 1. Right There IN THE BOOK 2. Think & Search __________________________________________

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QAR: Question Answer Relationships

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  1. QAR:Question Answer Relationships Katie Seeberg Summer 2012

  2. QAR • developed by Taffy Raphael • question, text, and background of reader • metacognition • 4 question/answer relationships: 1. Right There IN THE BOOK 2. Think & Search __________________________________________ 3. Author & Me IN MY HEAD 4. On My Own

  3. 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”

  4. 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

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

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

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

  8. 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 ?sRight There, Author & Me, Think & Search • 5 short response Right There, Author & Me, Think & Search • 1 extended responseAuthor & Me

  9. 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

  10. 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

  11. 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

  12. 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

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