This author observes that, in Taiwan, economic, social, and cultural differences within the population are associated with great disparities in English proficiency among students in elementary schools. When teachers differentiate instruction, they consciously and conscientiously make the content, processes, and learning outcomes of instruction accessible to all students, regardless of race, gender, ethnicity, language, or differing abilities. Chien describes one technique for differentiated instruction that she employs in her classes--the strategy to improve reading comprehension known as "Question Answer Relationships" (QARs) (Taffy E. Raphael, "Improving Question-Answering Performance through Instruction", 1982)--and describes the four types of QARs: (1) Right There; (2) Think and Search; (3) Author and You; and (4) On Your Own. She also discusses the demonstrated beneficial effect on learner engagement and reading ability using the picture book, "The Carrot Seed" by Ruth Krauss. Chien concludes that QARs can be a part of any literacy program designed to help students become strategic, independent readers and competent writers.