Teaching Question Answer Relationships, Revisited.

Taffy E. Raphael

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Reading and Literacy Development Literacy and Educational Practices Educational Strategies and Epistemologies

Abstract

students love working with QARs, it really helps them find infor mation in their textbooks, but some times they're confused by the difference between Right There and Think and Search. What should I do? Can an On My Own have some in formation from the text? I'd like to use QAR as more of a framework for seeking information than your articles suggest; any ideas of how to approach this? These are only a few of the types of comments I have received from class room teachers who use Question An swer Relationships (QAR). Because of such questions, and because of the many useful suggestions received from teachers, I have modified and updated the original QAR program (Raphael, 1982; 1984). These modifications have provided (1) a clearer explanation of different sources of information for answering questions, (2) an easier for mat for considering developmental dif ferences in teaching and learning QARs, and (3) an expanded use of QARs as both a tool for teachers and a strategy for students.

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1984The Effects of Text Structure Instruction on Middle-Grade Students' Comprehension and Production of Expository Text

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2020Same benefits, different communication patterns: Comparing Children's reading with a conversational agent vs. a human partner 200857th Yearbook of the National Reading Conference 1998Teaching Effective Comprehension Strategies to Students with Learning and Reading Disabilities 2008A Critical Analysis of Eight Informal Reading Inventories 2007Embedded Learning Strategy Instruction: Story-Structure Pedagogy in Heterogeneous Secondary Literature Classes 2014Instruction in Metacognitive Strategies to Increase Deaf and Hard-of-Hearing Students' Reading Comprehension 1994The Effects of Metacognitive Reading Strategy Training on the Reading Performance and Student Reading Analysis Strategies of Third Grade Bilingual Students 2005Meeting the Literacy Development Needs of Adolescent English Language Learners Through Content-Area Learning - PART TWO: Focus on Classroom Teaching and Learning Strategies

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