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ERIC Number: ED215303
Record Type: RIE
Publication Date: 1982-Mar
Pages: 64
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Improving Question-Answering Performance through Instruction.
Raphael, Taffy
Three previous investigations of the effects of students' metacognitive awareness of question-answer relationships on reading comprehension led to the development of a four-session question-answer relationship (QAR) training program which can be used as a supplement to a regular reading program. The QAR in the proposed training program is based on the Pearson and Johnson taxonomy, which categorizes questions in terms of the relationships between the questions and possible sources of response information, both in the text and within the reader's background. As a result of the QAR instruction, the students should be able to identify a QAR, select the appropriate strategy for locating the response information, and provide an adequate response. The first lesson in the training program introduces the QAR concept and terminology, while the second lesson introduces slightly longer passages with up to five questions per passage. The third lesson provides practice on the QAR task using one longer passage on a single topic, and the last lesson involves work with material typically found in classrooms. (Appendixes include transparency masters, student handbooks for lessons one through three, basal-type passages, and maintenance passages.) (HOD)
Publication Type: Guides - Classroom - Teacher; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.; Utah Univ., Salt Lake City.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.
Identifiers: Question Answer Relationships Strategy; Reader Text Relationship; Reading Strategies