When to use this strategy:
Before Reading
During Reading
After Reading
Targeted Reading Outcomes:
Use textual evidence to substantiate textual claims
Draw conclusions and make inferences based on explicit and implied information
What is it?
Question-Answer Relationship or QAR (Raphael, 1982; 1986) is a great way to help students figure out how to go about answering questions based on a given text. Often students assume that every question’s answer is directly stated somewhere in the text, if only they look hard enough. Thus, many students spend far too much time looking for answers that are not “right there,” and their frustration mounts. Teaching our students the four basic question-answer relationships is a valuable strategy that will help them to understand the different types of questions and know how to effectively and efficiently approach the text based on the different question types.
What does it look like?
Helping students to analyze the question-answer relationships will enable them to become skillful at analyzing thee types of questions that they are typically asked to respond to when reading a text. The four question-answer relationships are as follows:
Right There Questions: “Right There” questions require you to go back to the passage and find the correct information to answer the question. These are sometimes called literal questions because the correct answer can be found somewhere in the passage. “Right There” questions sometimes include the words, “According to the passage…” “How many…” “Who is…” “Where is…” “What is…”
Think and Search Questions: “Think and Search” question usually require you to think about how ideas or information in the passage relate to each other. You will need to look back at the passage, find the information that the question refers to, and then think about how the information or ideas fit together. “Think and Search” questions sometimes include the words, “The main idea of the passage…” “What caused…” “Compare/contrast…”
Author and You Questions: “Author and You” questions require you to use ideas and information that is not stated directly in the passage to answer the question. These questions require you to think about what you have read and formulate your own ideas or opinions. “Author and You” questions sometimes include the words, “The author implies…” “The passage suggests…” “The speaker’s attitude..,”
On My Own Questions: “On My Own” questions can be answered using your background knowledge on a topic. This type of question does not usually appear on tests of reading comprehension because it does not require you to refer to the passage. “On My Own” questions sometimes include the words, “In your opinion…” Based on your experience…” “Think about someone/something you know…”
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four question-answer relationships
How could I use, adapt or differentiate it?
After instruction and modeling of the four question-answer relationships, in small groups, give students a short passage from the current fiction or nonfiction text you are reading and have them answer four questions, one from each of the categories. Groups should identify and label each of the question-answer relationships as they discuss the answers to each question. The entire class can then go over the answers and how they labeled them. Students should then discuss why they should use this strategy and in what circumstances would it be most helpful.
Once students are comfortable with identifying the type of QAR along with the answers to the questions, you can give small groups longer passages and have them generate the questions for the text, working to create a given number of each of the question-answer relationships.
A great extension to this strategy is to give students a copy of Bloom’s Taxonomy and have them generate questions for a class discussion on the current text you are reading. As students present their questions, they can identify the QAR as well as the level of Bloom’s that would best describe the question.