Question Answer Response (QAR)
Question Answer Response or QAR, is a reading comprehension strategy developed to "clarify how students approach the tasks of reading texts and answering questions" (Raphael 1986). It encourages students to be active, strategic readers of texts. Question answer response assist students to understand that there are different types of questions and they must recognize that it is important to consider the question before developing an answer. When using the question answer response firstly, the teacher would tell the students that today they will be working on a new strategy called Question answer response which will help them understand what they read, then the teacher will explain to the students that there are …show more content…
It requires collaboration and group thinking while emphasis is placed on students providing support for each other (Oczkus,
2010). Oczkus attributes this to being listened to and the development of a learning culture that values growth through experimentation and enquiry. “Reciprocal Teaching makes it okay for students not to understand text. Difficulties in understanding are ascribed to challenges in the text rather than student inadequacy. The learning emphasis is on the emergence of strategies that provide a way to understand through interaction with diverse others, expert scaffolding and anticipation of expected competence (Westera, 2002). Through interaction in mixed-ability groups, students who are developing skills in comprehension are supported by the social context and reciprocal teaching frameworks. They engage at their level and are able to observe and learn from more competent peers who, with the teacher, model higher level …show more content…
I will read a section of the text aloud and model the four steps summarizing, clarifying, questioning and predicting. Secondly, the students will be placed in groups of four and they will each be given a role i.e. summarizer, questioner, clarifier and predictor. Thirdly, the students will be instructed to read a few paragraphs of a text selection and complete the task role they are given. The fourth step is the most critical as each person must fulfill their role in the group. The summarizer restates the main ideas in the text and helps the group state the main idea or ideas in their own words. The questioner helps the group to ask and answer questions about the text and reminds the group to use all types of questions (higher and lower order). The predictor helps the group connect sections of the text by reviewing predictions from the previous section and helps the group predict what they will read about next by using clues found in the text. Finally, the clarifier helps the group find parts of the reading that are not clear and finds ways to clear up these difficulties. Lastly, roles in the group will be switched and the next selection of text is read. Students will then repeat the process in their new role. This process will be repeated until text/topic
Question Answer Response or QAR, is a reading comprehension strategy developed to "clarify how students approach the tasks of reading texts and answering questions" (Raphael 1986). It encourages students to be active, strategic readers of texts. Question answer response assist students to understand that there are different types of questions and they must recognize that it is important to consider the question before developing an answer. When using the question answer response firstly, the teacher would tell the students that today they will be working on a new strategy called Question answer response which will help them understand what they read, then the teacher will explain to the students that there are …show more content…
It requires collaboration and group thinking while emphasis is placed on students providing support for each other (Oczkus,
2010). Oczkus attributes this to being listened to and the development of a learning culture that values growth through experimentation and enquiry. “Reciprocal Teaching makes it okay for students not to understand text. Difficulties in understanding are ascribed to challenges in the text rather than student inadequacy. The learning emphasis is on the emergence of strategies that provide a way to understand through interaction with diverse others, expert scaffolding and anticipation of expected competence (Westera, 2002). Through interaction in mixed-ability groups, students who are developing skills in comprehension are supported by the social context and reciprocal teaching frameworks. They engage at their level and are able to observe and learn from more competent peers who, with the teacher, model higher level …show more content…
I will read a section of the text aloud and model the four steps summarizing, clarifying, questioning and predicting. Secondly, the students will be placed in groups of four and they will each be given a role i.e. summarizer, questioner, clarifier and predictor. Thirdly, the students will be instructed to read a few paragraphs of a text selection and complete the task role they are given. The fourth step is the most critical as each person must fulfill their role in the group. The summarizer restates the main ideas in the text and helps the group state the main idea or ideas in their own words. The questioner helps the group to ask and answer questions about the text and reminds the group to use all types of questions (higher and lower order). The predictor helps the group connect sections of the text by reviewing predictions from the previous section and helps the group predict what they will read about next by using clues found in the text. Finally, the clarifier helps the group find parts of the reading that are not clear and finds ways to clear up these difficulties. Lastly, roles in the group will be switched and the next selection of text is read. Students will then repeat the process in their new role. This process will be repeated until text/topic