TY - JOUR
T1 - Why would you say goodnight to the moon? Response of young intellectually gifted children to lower and higher order questions during storybook reading
AU - Walsh, Rosalind
AU - Bowes, Jennifer
AU - Sweller, Naomi
PY - 2017/9/1
Y1 - 2017/9/1
N2 - Research into the effect of questions asked during storybook reading in preschool settings has rarely investigated questions that elicit higher order thinking. In the current study, Blank et al.'s Four Levels of Abstraction were used to code teacher questions and child responses from 177 individual storybook reading sessions with eight intellectually gifted 3- and 4-year-old children. The aim was to investigate the level of cognitive response gifted preschoolers made to lower and higher order questions during shared book reading. As expected, lower order questions, the most frequent form of teacher questions, elicited mainly lower order responses. Significant cognitive correspondence was also found for higher order questions, which elicited higher order child responses 88% of the time. This suggests that higher order questioning would be a valuable addition to preschool storybook reading, particularly to extend the thinking of young intellectually gifted children.
AB - Research into the effect of questions asked during storybook reading in preschool settings has rarely investigated questions that elicit higher order thinking. In the current study, Blank et al.'s Four Levels of Abstraction were used to code teacher questions and child responses from 177 individual storybook reading sessions with eight intellectually gifted 3- and 4-year-old children. The aim was to investigate the level of cognitive response gifted preschoolers made to lower and higher order questions during shared book reading. As expected, lower order questions, the most frequent form of teacher questions, elicited mainly lower order responses. Significant cognitive correspondence was also found for higher order questions, which elicited higher order child responses 88% of the time. This suggests that higher order questioning would be a valuable addition to preschool storybook reading, particularly to extend the thinking of young intellectually gifted children.
KW - early childhood
KW - educational interventions
KW - evidence-based practice
KW - gifted children
KW - questioning
UR - http://www.scopus.com/inward/record.url?scp=85027555331&partnerID=8YFLogxK
U2 - 10.1177/0162353217717032
DO - 10.1177/0162353217717032
M3 - Article
VL - 40
SP - 220
EP - 246
JO - Journal for the Education of the Gifted
JF - Journal for the Education of the Gifted
SN - 0162-3532
IS - 3
ER -