ERIC Number: EJ1181798
Record Type: Journal
Publication Date: 2018-Jun
Abstractor: As Provided
Are We Asking the Right Questions? An Analysis of Research on the Effect of Teachers' Questioning on Children's Language during Shared Book Reading with Young Children
Walsh, Rosalind L.; Hodge, Kerry A.
Journal of Early Childhood Literacy, v18 n2 p264-294 Jun 2018
A review of 20 experimental, shared book reading (SBR) interventions using questioning strategies with preschool children was conducted. The studies were analyzed in terms of their quality, focus, and the questioning strategies employed. Although there were few methodological concerns about the studies conducted, treatment fidelity and replicability of the reported interventions are raised as issues needing attention in future research. The impact of questioning strategies on language and pre-literacy skills tended to be a focus of the reported studies, with little investigation of the development of children's thinking skills through questioning, and there were few attempts to analyze children's responses to different types of questioning techniques. Across the reported studies, there was also a lack of consistency around the terminology associated with different kinds of questioning. The article concludes with discussion of implications for the use of questioning techniques in early childhood education practice and argues for research into the impact of different questioning techniques on children's cognitive development.
Descriptors: Intervention, Experimental Groups, Thinking Skills, Skill Development, Questioning Techniques, Early Childhood Education, Educational Practices, Cognitive Development, Story Reading, Preschool Children, Language Acquisition, Language Skills, Literacy, Research Needs, Literacy Education, Teaching Methods, At Risk Students, Educational Research, Databases, Books
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Authoring Institution: N/A