The effect of higher-order questioning on the complexity of gifted preschoolers' language

Rosalind L. Walsh, Coral Kemp

    Research output: Contribution to journalArticlepeer-review

    Abstract

    A single-subject design was used to examine the effectiveness of a higher-order questioning stimulus. Five children aged 3 to 5 years, who were assessed as being potentially gifted, took part in story-reading sessions in which higherorder questions were asked. A treatment effect was found for three of the five children, suggesting that the use of higher-order questions as part of a story-reading session has the potential to elicit linguistically complex language in young gifted children. Possible reasons for the absence, or reduction, of a treatment effect for two children, and the implications of the findings for practice and future research, are discussed.

    Original languageEnglish
    Pages (from-to)6-23
    Number of pages18
    JournalAustralasian Journal of Gifted Education
    Volume28
    Issue number1
    DOIs
    Publication statusPublished - Jun 2019

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