QAR teaching strategy: text, images, music, video | Glogster EDU - Interactive multimedia posters
These Question Answer Relationship posters help students identify what type of questions they are tackling. Is it a right there question? Is it a think and search?. QAR: Question Answer Relationship. What is it Good For? Right There Questions : “Right There” questions require you to go back to the passage and find the correct information to answer the question. These are Questioning Poster Handout 1. While Poster was trying to rush, he slipped, fell on the ground and his shirt became dirty. Before they all could start their question answer session, Sumi got up went ahead and Teachers were quite astounded and asked their relationship.
Respectful Relationships teaches radical gender theory Fact: Respectful Relationships does not teach radical gender theory. It is a primary prevention initiative to reduce family violence.
Respectful Relationships promotes respect and gender equality and helps students learn how to build healthy relationships. It prepares students to face challenges by developing problem-solving skills and building resilience and confidence.
Schools involved in the Respectful Relationships initiative are building a culture of respect and gender equality, by looking at their practices and policies to drive meaningful change. Evidence presented to the commission showed that family violence is the most pervasive form of violence perpetrated against women in Victoria.
Education cannot solve the problem of family violence Fact: Just like other major social and health issues such as smoking and road tolls, evidence shows that gender-based violence can be prevented by working with the whole population, and in this case, all schools, to address the attitudes, beliefs and knowledge that supports the prevention of violence.
Studies show that school-based violence prevention and Respectful Relationship initiatives can produce lasting changes in attitudes and behaviours. Differences in format and content of texts may draw upon unique cognitive skills, depending upon the purpose of reading. Thus, the present study intended to extend the simple view of reading by incorporating the text features that C-I models have often taken into consideration.
Explorations of Differences between Text Types Reading research often categorizes passages based on the purpose and structure of the text. Narratives are often fictional e.
Expository texts, on the other hand, focus on providing information about a particular topic. Of course there may be exceptions to this, such as when descriptions of scientific processes may be described as a sequence of events, much like a narrative. Other texts may not clearly fit the characteristics of one text type or another; McNamara et al. Many studies examining reader characteristics that contribute to comprehension have either used measures that include both but do not differentiate between expository and narrative texts or have not clearly indicated which passage types are included in their measures of comprehension.
Recently, however, some studies of reading have acknowledged that narrative and expository texts may place demands on different skills, suggesting that text types differ in how well children comprehend them. Narrative texts have been found to generally be easier than expository texts e. While the findings of these studies indicate that children may struggle more with comprehending expository text, it is unclear what factors lead to differences in successfully understanding narrative and expository texts.
One possibility is that in order to comprehend expository text, children must use skills that are not as crucial for comprehension of narrative passages.
As mentioned earlier, much of the literature concerning text type and comprehension address the issue of text cohesion. Employing signaling devices e. Less cohesive texts require readers to rely on skills such as making inferences and recalling previous knowledge in order to fill in the gaps. Studies examining predictors of specific text types suggest that background knowledge is needed for comprehension of expository passages.
Additionally, Sanchez and Garcia found that understanding discourse markers such as connectives and signaling devices significantly contributed to comprehension of expository passages.
Explorations of Differences between Question Types In addition to recognizing that text type can influence how well a child comprehends a passage, it is also well-accepted that there are several levels of comprehension and different question types are designed to gauge each of these levels.
Inferential questions, on the other hand, require the reader to develop a situation model Graesser et al. Many studies of comprehension include both literal and inferential questions in their assessment measures, but do not analyze the performances of each question type separately Best et al.
Nevertheless, combining both types of questions into one comprehension construct poses several risks. Second, cognitive deficits that influence particular levels of comprehension may be masked if only the relationship with overall comprehension is analyzed.
Some studies have attempted to distinguish between the two levels of comprehension, and to investigate differences that may exist. Within the body of literature comparing performances on various question types, fewer studies have sought to explain why children may perform better on questions assessing literal comprehension of a text than on questions requiring use of inferences. Clearly, children must possess background knowledge about a topic before they are able to integrate this knowledge with information being presented in a text.
That being said, children must also be able to recognize when such integrations are necessary. Previous studies have found that good readers in fourth through eighth grade are better at recognizing when text based information is sufficient to answer a question and when it is necessary to integrate background knowledge.
Brandao and Oakhill observed similar findings when younger children were asked to explain how they developed their answers to questions about a narrative text. This relationship was found regardless of whether children responded correctly. These observations indicate that even young children have begun the process of developing strategies for reading comprehension.
In summary, different text and question types appear to draw upon various skills, thus some text and question types may prove to be more difficult than others. These issues of text and question difficulty are pertinent to understanding reading comprehension performance in children. The present study sought to address some of these issues by examining how text and question characteristics might be related to each other, as well as to variations in cognitive skills.
The extant literature has established that characteristics of texts or questions influence comprehension; however, less is known regarding possible text-question interactions. Therefore, the present study sought to begin exploring interactions between text type and question type. It was hypothesized that expository texts would be the most difficult passages, and that participants would have the highest level of accuracy on literal questions.
Including both text and question types also allowed us to explore interactions between text and question types. Our second question was, if there are differences between text and question types, is it because variations among text and question types place demands upon different cognitive skills? Many previous studies, namely those based in a C-I perspective, examining particular text or question types have primarily focused on word recognition, background knowledge, and reading strategies.
Consequently, the second aim of our study was to determine if the cognitive skills emphasized in developmental models building from the simple view are especially influential for more demanding texts. Prior to entering the study, all participants underwent a telephone screening interview to ensure eligibility. Participants were excluded from participation in the study based on: During the initial phase of the study, participants were screened to finalize eligibility.
Our participants included children with and without reading disabilities. Of the total children who participated, 72 were male Mean age of participants was The percentages in each grade were as follows: The distributions of Full Scale IQ and reading skills were also assessed to determine if the participants in our sample represented a full range of reading abilities.
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Based on our criteria, 26 children It should be noted that while there are no ideal agreed upon measures of reading comprehension at this time, the SDRT-4 is of great practical importance, as the SDRT-4 is comparable to reading comprehension measures that are regularly administered; therefore, we chose this measure based upon the knowledge that current psychometric tests, particularly high stakes tests, often use this format. The Reading Comprehension subtest of the SDRT-4 is a timed, item multiple-choice assessment with varying text and question types.
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There are three levels, based on grade, included in this study: The Reading Comprehension subtest consists of reading selections of text followed by answering five to seven questions related to the selection just read.
Reliability estimates for the SDRT-4 have been reported as ranging from. Passages for each of the three levels Purple, Brown, and Blue are categorized as Recreational narrativeTextual informationalor Functional reading selections.
Recreational texts, also known as narrative texts, are passages that are often read for pleasure and are prevalent in early grades, and typically are a short story about a fictional character.
Textual passages are written to inform the reader, and are often referred to as expository texts such as a passage describing how something was invented, characteristics of animals or insects, or biographical information. In the interest of remaining consistent we hereafter refer to Recreational text and Textual text by the more universally-recognized terms Narrative and Expository.