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

Rosalind L. Walsh*, Kerry A. Hodge

*Corresponding author for this work

    Research output: Contribution to journalArticle

    13 Citations (Scopus)

    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.

    Original languageEnglish
    Pages (from-to)264-294
    Number of pages31
    JournalJournal of Early Childhood Literacy
    Volume18
    Issue number2
    DOIs
    Publication statusPublished - Jun 2018

    Keywords

    • book reading
    • classroom practice
    • early childhood education
    • extra-textual talk
    • preschool children
    • questioning
    • story book sharing
    • storybook interactions

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