The document discusses Question-Answer Relationships (QAR), a reading comprehension strategy that helps students answer questions. QAR classifies questions into four types based on where the answer can be found: 1) Right There questions have answers directly stated in the text, 2) Think and Search questions require searching the text to find answers, 3) Author and Me questions require using background knowledge to infer answers not directly stated, and 4) On My Own questions can be answered without reading the text by using background knowledge. The document provides examples for each type of question to illustrate how QAR works.

1. Helping Students Answer
Questions
Renee Jackson

2. What is QAR?
• QAR: Question-Answer
Relationships
• Meta-cognition strategy which:
• enhances learners’ ability to answer questions,
• generate questions and
• pose questions at varying levels of complexity for
reading comprehension
• Readers can rely on two facets of comprehension
for answering questions:
• 1. text-based information
• 2. schema or background knowledge

4. More Knowledgeable Others
say:
 Reading Educator
 Mr. Steinbach's Blog- Fourth Grade
 Scholastic
 Barnes and Noble books recommendation

5. How does it work?
QAR
Question Answer Relationships

6. Author and Me (In My Head)
• This type of question requires
the reader to use ideas and
information not stated directly in
the text to answer the question.
The text can be informational,
fictional or non-fiction in nature.
• For example: “What can you
infer about Matt’s feelings
toward helping his younger
brother?”

7. Right There (In the Book)
• The answer is in the text.
(Re m e m be r the te x t c a n be in a v a rie ty o f
The words
fo rm s , inc lud ing c a p tio ns ).
used in the question and words
used for the answer can
usually be found in the same
body of text.
• For example: “What year did
the Olustee Battle occur?
Where did it happen?”

8. Think and Search (In the Book)
• Think and search questions
require the reader to (re)
search several words,
phrases, sentences and
section in the text to
formulate an answer.
A c o rd ing to Blo o m ’s Ta x o no m y, the re a d e r
c
m us t s y nthe s iz e info rm a tio n to g e the r to
This requires
a ns we r the q ue s tio n.
high order thinking…like a
detective!
• For example: “What caused
the group of people to run

9. On My Own (In My Head)
• The reader must think about:
• what they know,
• what the author says, and
• how both schemes (self thinking, author
thinking) fit together
• The reader may be able to
answer without having read the
text. As tra te g ic re a d e r will us e te x t to
s up p o rt his /he r c o nc lus io n.
• For example: “ Why do best
friends or siblings need time
apart?”

10.  Knowing the  Read, read, read!
relationship between  Read fun text, like
a question and an comics, graphic novels,
answer. or the back of a cereal
box.
 Read informational text,
like signposts at the zoo
describing animal
behavior.
 Read technical text, like
the instructions to build
a birdhouse.
So makes a scholar a
better reader?