Question–Answer–
Reading Comprehension
Relationship
The Question–Answer–Relationship (QAR) strategy helps students understand there is a
relationship between questions, text, and the reader’s background knowledge. Students
learn that the answers to some questions are found directly in the text, while others are
based on information that is inferred. The QAR strategy helps students to demystify the
type of questions they are being asked to answer and builds comprehension in the process.
A teacher’s understanding of their students’ learning needs helps
Individualized determine when to provide universal, targeted, or individualized
instructional strategies. For some students, universal instructional
Targeted strategies may be enough to meet their learning needs. For others, more
targeted instructional strategies are the starting point for implementing the
Universal curriculum. The strategy described is a guideline that teachers can use
depending on the learning context.
Why use this strategy in an inclusive learning environment
Helps students see the connection between questions and answers in a range of texts.
Encourages students to be strategic about their search for answers based on an awareness of the
different types of questions.
Builds inferencing skills and leverages students’ background knowledge.
Provides a structure to support students to skim through text, recall, and confirm information or
to relate personally to a topic.
How this strategy could be used in an inclusive learning environment
1. Introduce the four types of questions in the QAR strategy and explain that this strategy will help
to determine where to find the answer to a question. Students ask themselves the following:
Right There Questions: Can you find the answer directly stated in the text?
If it is a literal question, the answer will be found in the text. Often the words used in the
question are the same words found in the text.
Think and Search Questions: Can you find the answer in different parts of the text?
Often, answers are gathered from several parts of the text and the words in the question and
the words in the answer are not found in the same sentence.
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Author and You: Can you find part of the answer in the text and the rest from what you
already know about the topic or question?
These questions are based on information provided in the text but the student also needs to
combine this with information he or she already knows about the topic/story in order to
respond.
On Your Own: What is your opinion about the topic?
These questions do not require the student to have read the text but rely on background
knowledge, prior experience, or opinion to answer the question.
2. Involve students in selecting a short passage to read aloud in order to practice using the strategy.
3. Use pre-determined questions for each section of the text/story. After reading each section,
discuss how to decide which type of question has been asked and how to approach finding the
answer.
4. Model how to find information to answer the questions (e.g., in the text, from your own
experiences, or a combination of both).
Example
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Tips for individualized supports
Use a graphic organizer or prompt card with the QAR steps to help students keep track of their
ideas.
Have students share their work with a peer or within a small group setting as a transition to
sharing with a larger group.
Have students work with a peer or in small groups, providing key academic vocabulary in a
student’s first language using peer translation or a bilingual dictionary, to complete or create a
graphic organizer.
Students can use a variety of assistive/educational technologies to:
o organize responses, pictures, and/or diagrams;
o reduce letter-by-letter typing using predictive text software;
o adjust text size and font colour; and
o read student writing aloud.
Sentence frames can be used to summarize:
o The main points are _______________.
o This is important because _______________.
o The supporting ideas in the text tell me _______________ about the main idea.
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