Question+Answer+Relationships+(QAR)

QAR is best utilized in a reading class, but it may be utilized while reading in other curricular areas such as science or history. **Grade Level** This strategy can be used in elementary and secondary classrooms. That being said, more assistance and guidance will be needed in an elementary setting.
 * Content**

**Curriculum Standards** These curriculum standards were obtained from the West Virginia Department of Education website. They are ninth grade English/language arts standards.
 * **RLA.O.9.1.3:** Students will increase the amount of independent reading with emphasis on fiction and nonfiction.
 * **RLA.O.9.1.4:** Students will use various pre-reading skills and comprehension strategies for activating prior knowledge or generating questions during reading and post reading, literary experience, information and/or performing a task.
 * **RLA.O.9.1.5:** Students will locate and analyze the author’s use of specific information in text (e.g., author’s purpose/perspective, main and supporting details, specific facts, statistics, definition).
 * **RLA.O.9.1.6:** Students will formulate supportable predictions, generalizations, opinions, inferences and conclusions based upon text.

**Description of Practices**
 * Students learn creating questions while they read and answering them after reading allows them to stay engaged with the text, narrows their focus to specific details of the text, and prompts them to think beyond the words on the pages.
 * Students learn there are two types of questions: In the Book and In my Head
 * In the book: answer can be found within the text
 * In my head: questions makes reader think beyond the text, activate prior knowledge, and relate to past experiences
 * Students read the text and develop a locate and a think-type question
 * Students share their questions with a small group, the whole class, or answer them themselves

**Implementation Considerations** This strategy will best be utilized by a student developing her or his questions then sharing them with a collaborative group. The collaborative group may be three to four students or the entire class. The student may also benefit by just using the questions for themselves to help them comprehend what they are reading, stay engaged, and stay motivated. This strategy can also be implemented in a small setting such as a special education setting or the general education setting. This is a versatile strategy. That being said, according to Reid and Lienemann (2006), students with learning disabilities may not master this strategy as well as those who do not have the disability.

**Example** 

**Citation** Raphael, T. E., & Au, K. H. (2005). QAR: Enhancing comprehension and test taking across grades and content areas. //Reading Teacher//, //59//(3), 206-221. doi:10.1598/RT.59.3.1