Ask & Answer Questions
The role of questioning has changed over the past couple of decades. Once just used for assessment, research illustrates the positive effects of learning to generate and answer questions about a text. When students generate questions before, during, and after reading, they engage deeply with the content and monitor their comprehension (Nokes & Dole, 2004). Second, when students learn about how to answer different types of questions about a text, they become more able to differentiate between information that is explicitly stated in the text and ideas that are inferred from the text (Raphael, 1986).
According to page 81 of Dr. Mimi Miller and Nancy Veatch in their 2011 book entitled Literacy in Context (LinC): Choosing Instructional Strategies to Teach Reading in Content Areas for Students Grades 5-12, " Asking and answering questions about a text can help students build comprehension across all content areas." There are a large number strategies for teachers to employ in helping students summarize text. As with all instructional strategies, some approaches to summarizing are more effective than others. |
Questioning is a critical thinking skill that students can use before, during, and after reading to strengthen comprehension. This lesson idea will focus on three types of question-answer relationships: In the text, in your head, and in another source.
In this lesson you will learn how to react to stories by responding to thoughtful questions while reading.
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Examples
SQ3R (Survey, QUestion, Read, Recite, Review)
The SQ3R strategy gives students a purpose for reading by having them formulate questions that they answer while reading. SQ3R is a well-known and popular reading and study strategy. The components of this strategy reflect many of the behaviors that are engaged in by expert readers (Pressley & Afflerbach, 1995). SQ3R allows students to be aware of a purpose for reading, overview the text, read selectively, and review what is read.
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QAR (Quesiontion-Answer Relationship)
According to page 84 of Dr. Mimi Miller and Nancy Veatch in their 2011 book entitled Literacy in Context (LinC): Choosing Instructional Strategies to Teach Reading in Content Areas for Students Grades 5-12, "QAR teaches students to identify and then answer questions that can either be found “in the book” or “in their heads.” Answers “in the book” are either Right There or Think and Search. Right There questions can be found in single sentences in the book, and Think and Search questions can be pieced together from different sections of text. Answers “in your head” can either be called Author and You or On My Own. Author and You questions ask students to make an inference based on prior knowledge and details from the text. On My Own answers can be crafted without even reading the text."
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Resources
LearnZillion. (2012). Asking and responding to questions while reading--Lesson 4 of 7 (Common Core Standard RL.8.1). Retrieved from https://www.youtube.com/watch?v=2dFAPr9q_F8
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.
Nokes, J. D., & Dole, J. A. (2004). Helping adolescent readers through explicit strategy instruction. In T. L. Jetton & J. A. Dole (Eds.), Adolescent literacy: Research and practice (pp. 162–182). New York: Guilford Press.
Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ: Erlbaum.
Raphael, T. (1 986). Teaching question answer relationships, revisited. The Reading Teacher, 39(6), 516–522.
Smith, Khalid. (2012). Asking and answering questions for reading comprehension. Retrieved from https://www.youtube.com/watch?v=RKPf2sfW7ck
LearnZillion. (2012). Asking and responding to questions while reading--Lesson 4 of 7 (Common Core Standard RL.8.1). Retrieved from https://www.youtube.com/watch?v=2dFAPr9q_F8
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.
Nokes, J. D., & Dole, J. A. (2004). Helping adolescent readers through explicit strategy instruction. In T. L. Jetton & J. A. Dole (Eds.), Adolescent literacy: Research and practice (pp. 162–182). New York: Guilford Press.
Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ: Erlbaum.
Raphael, T. (1 986). Teaching question answer relationships, revisited. The Reading Teacher, 39(6), 516–522.
Smith, Khalid. (2012). Asking and answering questions for reading comprehension. Retrieved from https://www.youtube.com/watch?v=RKPf2sfW7ck