TY - JOUR
T1 - The effect of higher-order questioning on the complexity of gifted preschoolers' language
AU - Walsh, Rosalind L.
AU - Kemp, Coral
PY - 2019/6
Y1 - 2019/6
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85065545617&partnerID=8YFLogxK
U2 - 10.21505/ajge.2019.0002
DO - 10.21505/ajge.2019.0002
M3 - Article
AN - SCOPUS:85065545617
VL - 28
SP - 6
EP - 23
JO - Australasian Journal of Gifted Education
JF - Australasian Journal of Gifted Education
SN - 1323-9686
IS - 1
ER -