Super QAR for Test-wise Students Taffy Raphael & Kathryn Au Senior Authors

Why the World Needs Super QAR...

Increasing Accountability Pressures No child left untested! Mandated federal testing, grades 3-8 Testing related to state and district standards

The Challenge To meet two goals –Prepare students to perform well on tests –Keep quality of education high Higher level thinking Reading comprehension Rich Content

Higher Level Thinking Importance in the Global Community Rising Standards Most recent evidence: changes in the SAT (June 27, 2002 newspapers)

SAT Revision for minute essay question to be added –Plus multiple choice grammar / usage items Verbal section renamed “critical reading” –Drop analogies section –Add short prose passages to test reading Math section –Add questions from 3rd year high school algebra

Concern for Students Present emphasis on basic skills All students can also benefit from instruction in higher level thinking In general, students of diverse backgrounds have few opportunities for such instruction

QAR - Question Answer Relationships Research-based A strategy to promote higher order thinking An approach to test preparation A language for talking about questioning activities

In the Book Right There: A “detail” type of question, where words used to form the question and words that answer the question are often “right there” in the same sentence. Think & Search: The answer is in the text, but readers have to “think & search” to find the answer; sometimes within a paragraph, across paragraphs, or even chapters.

In My Head Author and Me: The information to answer the question comes from my background knowledge, but to even make sense of the question, I’d need to have read and understood the text. On My Own: The question relates to the text, but I could probably answer this one even if I had never read the text. All the ideas and information come from my background knowledge.

QAR: A Development Model In the BookIn My Head Right ThereThink & SearchAuthor & MeOn My Own ExplanationCompare/Contrast Cause/Effect

Research-Based Studies published in leading refereed journals Raphael, T. E., (1986). Teaching question-and-answer-relationships, revisited. Reading Teacher, 39(6), Raphael, T. E. & Wonnacott, C. A. (1985). Heightening 4th grade students' sensitivity to sources of information for answering comprehension questions. Reading Research Quarterly, 20(3), Raphael, T. E. & Pearson, P. D. (1985). Increasing students' awareness of sources of information for answering questions. American Educational Research Journal, 22, Raphael, T. E., & McKinney, J. (1983). An examination of 5th and 8th grade children's question answering behavior: An instructional study in metacognition. Journal of Reading Behavior, 15, Referenced in all major reading textbooks Described in numerous professional resources

Program Content Comprehension strategy focus –Fiction and nonfiction across the curriculum –Metacognition Preparation for all test formats –Multiple choice –Short answer –Extended response Activities for partners, groups, whole class

Teacher Resource Books

Formal lessons Concept Booster Extension activities Tips for just before the test Program Content

Phases of Instruction Phase 1: Concept Lessons teach students QAR. – Grade 1 = 10 – Grades = 5 Phase 2: Booster Lessons promote application –Grade 1 = 5 –Grades = 8

Lesson Plan Set the purpose Model (includes thinking aloud) Coach Build Independence Reflect

Overhead Transparencies

Phases of Instruction Phase 1: Concept Lessons teach students QAR. –..Grade 1 = 10 –Grades 2-8 = 5 Phase 2: Booster Lessons promote application. –Grade 1 = 5 –Grades 2-8 = 8

Lesson Plan Set the Purpose Model (includes thinking aloud) Coach Build Independence Reflect

Student Activity Book Texts of different genres, subject areas Space for writing questions, reflection, group work Sample test items

Student Book

Strategy Posters Grade 3 Grade 6

Student Bookmarks Grade 2

Big Books -- Grade 1

Why Use QARs? Leads to quality instruction in core comprehension skills Builds confidence among students in question-asking and question- answering situations Provides a language to talk about comprehension strategies Provides a language to talk about test requirements