QAR

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QAR
Presented by Lisa Reilly

• Question Answer Relationship
• Originally Developed by Raphael 1986

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When the reader has stopped asking questions..
the book has been abandoned.Adapted from
Strategies That Work, Daniels and Goudvis
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How do our students answer questions?

• Some students rely on memory
• Some students rely on the text
• Some students rely on their prior knowledge

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2 Main Types of QAR

• In My Head

• In The Book

Strategies Reread Skim
Strategies Question the Author Make Connections
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In the Book

• Right There
• The answer uses the same word/phrases stated in
  the question.
• Answer is in one location (sentence/paragraph)
• Literal comprehension

• Think And Search
• The answer may have some of the words/phrases as
  the stated in the question.
• Answer is in more than one location
• Inferential comprehension

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In My Head

• Author and Me
• The reader needs to use prior knowledge/life
  experiences and information from the text to
  answer the question.

• On My Own
• The reader only needs to use prior knowledge/
  life experiences to answer the question.

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Uses of QAR

• Foster and increase students metacognition--an
  integral factor of learning
• Increase student understanding of different types
  of questions
• Increase student understanding of how to answer
  different types of questions
• Teachers gain understanding of how a student
  tackles a question
• Informs teachers on students strenghts and
  weaknesses in understanding and answering
  questions.

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How to Integrate with Other Strategies

• During Reading Thinking or Think Alouds
• Questioning the Author

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Strategies interweave. Inferring occurs at the
intersection of questioning, connecting, and
print. Visualizing strengthens our inferential
thinking.Strategies That WorkDaniels and Goudvis
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How to Incorporate in a Variety of Instructional
Settings

• Independent, Partner, Guided Reading
• Read Alouds
• Centers
• Literature Groups
• Assessment
• Cooperative Groups

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The only way that we can confidently assess our
students comprehension is when they share their
thinking with us. Readers reveal their
comprehension by responding to text, not by
answering a litany of literal questions at the
end of a chapter on rocks and minerals. Personal
responses to reading give us a window into
students minds. We connect with their thinking
when we know what is going on for them as they
read. Strategies that Work, Daniels and Goudvis