The question-answer relationships (QAR) strategy (Raphael, 1982) uses levels of questioning to encourage students to use different kinds of information in their reading to help them comprehend narrative text. It also aids in the development of inferring skills, as the students are taught to use information other than that which is directly stated. This strategy, which is usually effective with students in upper elementary through high school, focuses on four levels of questioning:
1. Right there-The response to this level of questioning requires information that is directly stated in the text.
2. Think and search-The response to this kind of question requires students to read carefully and search different parts of the text to find information that fits together to answer the question.
3. On my own-This response requires the student to activate and apply appropriate prior knowledge as it relates to the text.
4. The author and me-In this response students need to think about what they know, what they have learned from the author, and how these pieces of information fit together.
The following paragraph provides examples of the four levels of questioning:
 Roberto was going to the store. He was thinking, "Bread, milk, and salsa." He put his hands in his pockets. "Oh, oh," he said. "I have to go back home."
(Right there) Where was Roberto going?
(Think and search) What kind of store was Roberto going to?
(On my own) How did Roberto feel?
(Author and me) Why did Roberto have to go back home?
Explain to the students that they will be learning how to find answers to questions and that this is important because answers come from different places. When they are working on their own and are having difficulty answering questions, they should use the QAR categories to help them find the information. Below are suggested steps for this procedure:
1. Find or prepare several brief passages and one question from each of the QAR categories for each passage.
2. Using the first passage, explain each question category and how to use the text and/or their prior knowledge to find the answer.
3. Give students the second passage with the questions, answers, and QAR labels. Ask them to explain the QAR labels for the questions and answers related to the passage.
4. Give the students a passage with the questions and answers, and they have to provide the QAR labels and explain them.
5. Give students texts and questions. Ask them to answer the question and provide QAR labels and justifications.
Each step may have to be repeated several times before students are ready to move to the next step.
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