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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

Are we asking the right questions? An analysis of research on the effect of teachers’ questioning... 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Early Childhood Literacy SAGE

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

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Publisher
SAGE
Copyright
© The Author(s) 2016
ISSN
1468-7984
eISSN
1741-2919
DOI
10.1177/1468798416659124
Publisher site
See Article on Publisher Site

Abstract

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.

Journal

Journal of Early Childhood Literacy – SAGE

Published: Jun 1, 2018

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