Question-Answer Relationships

(Raphael and Wonnacott, 1985)

Background and Research Question

Some children mistakenly believe that questions they are asked about a reading selection are answered using only information explicitly stated in the selection. These children may not realize that the answers to some questions require putting together several pieces of information from the reading or using their background of experience plus the information to draw inferences. Dr. Taffy Raphael conducted a study to determine whether training in knowledge of information sources improved students’ sensitivity to task demands of questions and their ability to answer comprehension questions. Dr. Raphael found significant differences favoring the students she had trained with students who had received no training but were otherwise comparable.

Translating Research Into Practice

1.Prepare a chart that identifies the following question types:

  • Right there. The answer is found within a single sentence in the text.
  • Putting it together. The answer is found in several sentences in the text.
  • On my own. The answer is in the student’s background of knowledge.
  • Author and me. A combination of information from the text and the reader’s background is required to answer the question.

2.Explain how questions can be identified and how the procedure works. A student will read a selected portion of text or it may be read aloud as students listen. Begin with only one or two sentences or very short paragraphs, gradually increasing the length of text.

3.Model the procedure. Following reading, the teacher asks a question and answers it using one of the categories.

The focus of the question-answer relationship (QAR) strategy is to help students understand that answers are found from a variety of sources. Students may use self-questioning to determine QAR or work in small groups. Students are given extensive training in locating the source of the answer. Initially, they work with sentences and very short paragraphs, but they progress to 400-word selections. In subsequent research, Raphael recommended starting with two categories of answers: “In the Book” and “In My Head.” This would be especially helpful when working with primary students. “In the Book” includes answers that are right there or require putting it together. “In My Head” items are on my own and author and me answers.

Source

Raphael, T.E. and Wonnacott, C.A. (1985). Heightening fourth-grade students’ sensitivity to sources of information for answering comprehension questions. Reading Research Quarterly,20, 282–296.