How to implement it?

1. Explain to the students that there are many questions that readers can ask about their reading and that one way to find the answer is to think about what type of question it is. Define the four types of questions and give an example.

​ a. "Right There" Questions: These are literal questions whose answers can be found in the text. Often, the words used in the question are the same words that are found in the text.

​ b. "Think and Search" Questions: These ask readers to gather information from more than one part of the text and combine it to answer the question.

​ c. Author and You: These questions are based on information found in the text but ask the reader to relate the question to their own experience. Although the answer is not directly in the text, the student must have read it to answer the question.

​ d. On my own: These questions do not require students to have read the passage. Readers rely on their prior knowledge or experience to answer the question.

2. Read a short passage aloud to your students.

3. Have different types of questions prepared to ask about the passage. When you have finished reading, read each question aloud and model how you decide what type of question has been asked in order to respond.

4. Show the students how to find information to answer the question (for example, in the text or from their own experiences).

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Diversity in the classroom

For second language learners, students with varied reading skills, and younger students.

• Have students work in pairs or small groups to formulate questions about the text, find the answers, categorize their questions, and share them with the whole class.

• Conduct the whole class activity and have the students write the questions and answers in their notebooks while you write them on the board.

• Use a large book or a projector to enlarge the text and annotate it so that students can follow along while you think aloud about the reading.

Evidence

Fordham, N. W. (2006). Crafting questions that address comprehension strategies in content reading. Journal of Adolescent & Adult Literacy, 49, 390-396.

Liang, L. A., Watkins, N. M., Graves, M. F., & Hosp, J. (2010). Postreading questioning and middle school students’ understanding of literature. Reading Psychology, 31, 347-364.

Raphael, T.E., & Au, K.H. (2005). QAR: Enhancing comprehension and test taking across grades and content areas. The Reading Teacher, 59, 206-221.

Wilson, N. S., & Smetana, L. (2011). Questioning as thinking: A metacognitive framework to improve comprehension of expository text. Literacy, 45, 84-90.

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This article is a free adaptation and translation of: Reading Rockets (n.d.) Question-Answer Relationship (QAR).https://www.readingrockets.org/classroom/classroom-strategies/question-answer-relationship-qar