Reading Comprehension
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Reading Comprehension Strategies
Reading Comprehension Strategies
1) Question-Answer Relationship Strategy (QAR)
1) Question-Answer Relationship Strategy (QAR)
The Question-Answer Relationship Strategy (QAR) is a great way to get students involved with the text they are engaging in. Students should read/overview the title and questions before reading the text, so they have an idea of what they are supposed to look for and/or learn from the text.
The Question-Answer Relationship Strategy (QAR) is a great way to get students involved with the text they are engaging in. Students should read/overview the title and questions before reading the text, so they have an idea of what they are supposed to look for and/or learn from the text.
Once they have completed a text, the QAR strategy gives students a structure that guides them into asking different types of questions. See below for the four types of questions in the Question-Answer Relationship Strategy.
Once they have completed a text, the QAR strategy gives students a structure that guides them into asking different types of questions. See below for the four types of questions in the Question-Answer Relationship Strategy.
- Right There: These are questions with answers that can be found directly in the story. They typically start with who, what, when, where, why, or how.
- Think and Search: One step past “right there,” the answers to these questions can be found within the text, but they require students to search to find them. These answers have to do with summarizing, comparing and contrasting, or finding specific examples of something in the text.
- Author and You: Going another step further, these types of questions ask students to relate the text to their own personal experiences. They might ask students to predict what happens next, determine the main idea, or question details within the text.
- On My Own: These types of questions ask students to reflect on what they have read, and directly relate the text to their personal knowledge and experiences. The teacher might ask questions starting with “have you ever” or “how would you feel if.”
2) Repeated Reading with Retell
2) Repeated Reading with Retell
- Read or listen to the text. In some cases, you may want students to read. In other cases, you may wish to read the text aloud or give students the option to listen to an audio version. For instance, if students struggle with working memory or attention, you may opt to give them an audio version so they can pause and rewind as needed.
- Ask students to do an initial retelling. Students can show their understanding by retelling verbally, in writing, or drawing. Don’t use any supports at this point. You want to gauge their initial understanding of the text and find the “gaps” (if any) in their comprehension.
- Reread the text. Students can read it, you can read it, or use the audio version.
- Have students hold up one hand and point to each part while they orally retell the 5 Ws & an H. Provide an anchor chart that shows a hand for visual support.
Who (characters/key figures) - pinky finger
What (conflict/key events) - ring finger
Where (setting) - middle finger
When (setting) - index finger
Why (resolution/motives) - thumb
How (methods) - palm
3) Summarizing the Main Ideas
3) Summarizing the Main Ideas
Have the students state the main idea or summaries of the stories, paragraphs, small groups of sentences, or even one sentence at a time depending on the student's reading comprehension level.
Have the students state the main idea or summaries of the stories, paragraphs, small groups of sentences, or even one sentence at a time depending on the student's reading comprehension level.
Students should provide a summary of the text in their own words. This requires them to not just identify the key points of the story - but to put main ideas into their own words. Along with this, summarizing allows students to make connections between ideas and begin developing their understanding of the way the text is organized. By having students summarize, teachers are able to assess how much the student understood from the reading and determine where they can best support them moving forward.
Students should provide a summary of the text in their own words. This requires them to not just identify the key points of the story - but to put main ideas into their own words. Along with this, summarizing allows students to make connections between ideas and begin developing their understanding of the way the text is organized. By having students summarize, teachers are able to assess how much the student understood from the reading and determine where they can best support them moving forward.
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