Teachers’ use of questions during shared book reading: Relations to child responses

Deshmukh, Richa; Zucker, Tricia A.; Tambyraja, Sherine R.; Pentimonti, Jill M.; Bowles, Ryan P.; Justice, Laura M.

doi:10.1016/j.ecresq.2019.05.006

Cited by 74 publications

(68 citation statements)

References 40 publications

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“…For example, Dickinson and Smith (1994) found that using dialogic reading styles in preschool classrooms led to an increase in children's talk, which in turn predicted an increase in their vocabulary gains. However, although research describes the types of questions and responses shared between adults and children during book reading (e.g., Deshmukh et al, 2019) and children's accuracy in responding to prompts in different instructional conditions (Walsh and Rose, 2013), there is a surprising lack of research on the relationship between children's responses during book reading and their learning, as noted by Walsh and Hodge (2016).…”

Section: Introductionmentioning

confidence: 99%

Preschoolers Benefit Equally From Video Chat, Pseudo-Contingent Video, and Live Book Reading: Implications for Storytime During the Coronavirus Pandemic and Beyond

et al. 2020

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Section: Introductionmentioning

confidence: 99%

Preschoolers Benefit Equally From Video Chat, Pseudo-Contingent Video, and Live Book Reading: Implications for Storytime During the Coronavirus Pandemic and Beyond

et al. 2020

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“…It is determined that teachers use question forms only beginning with "Wh'' for questions supporting their thinking skills of types of science talk. Conducted research indicated that teachers generally use question forms which start with Wh (What, Who, When, Where) and have Yes/No responses (Deshmukh et al, 2019), and ask fewer open ended questions like "Why" and "How" (Zucker et al, 2010) which need an explanation and a conclusion during shared storybook reading. But it is known that questions starting with "why" and "how" need detailed long answers with multiple word usage (Deshmukh et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Preschool Teachers’ Science Talks During Picture Storybook Telling

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2020

JBSE

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The aim of this research was to analyze preschool teachers’ types of science talks and the variety of concept-related words they used during these talks in class. A picture storybook with a light related concept as the main theme, was chosen as a data collection tool. Teachers were asked to analyze this wordless picture storybook and children were asked in their classes if they approved it. Ten preschool teachers in-service participated in this research. Data were qualitatively collected; it was recorded during story telling. Research results showed that teachers included science explanations, declarative scientific knowledge, questions, comparisons, and evidence talks supporting thinking skills, among types of science talks according to their frequency order, whereas they did not include personal connections talk. Besides, it was determined that they included light related concepts (natural and artificial), vision related concepts (daylight/darkness, like difficulty in vision) and light direction related concepts, according to their frequency order. It can be stated that the results obtained from this research shall contribute to framing of contents of professional development particularly scientific activities of teachers. Keywords: light concept, science teaching, storytelling, preschool teachers

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“…To ask an open‐ended question, teachers can consider wh‐ questions that start with what , where , or when , or teachers can ask questions that may require higher level thinking and start with why or how. In our research, we have found that teachers ask mostly yes/no questions (51.8%) when reading (Deshmukh et al, 2019); therefore, it is important for teachers to consider whether they need to shift their questioning to more open‐ended forms.…”

Section: A Scaffolding Framework To Elicit Conversationsmentioning

confidence: 99%

Asking Questions Is Just the First Step: Using Upward and Downward Scaffolds

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The Reading Teacher

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Teachers of young students at all levels can readily use this upward/downward scaffolding framework to help them answer open-ended questions about books read aloud. Ms. Asher's Scaffolding Ms. Asher (all names are pseudonyms) is reading an informational text to her kindergarten class about outdoor mice and sets a higher level purpose for reading with this open-ended question: "I wonder, What do mice need to survive outside our school? Let's read together and think about that." Although some of the students in her class struggle with communication delays, they are able to engage in higher level conversations about the survival needs of mice because Ms. Asher guides their thinking with scaffolds. Cognitive scaffolding strategies are explanations, hints, models, or questions teachers use to organize student thinking or to simplify a task to a level the student can perform successfully with some guidance (van de Pol, Volman, & Beishuizen, 2010). After reading, Ms. Asher contingently scaffolds based on students' response; that is, she upward scaffolds to increase challenge for students who can answer this question correctly and downward scaffolds to provide support for students who respond incorrectly. Contingency in scaffolding means the adult matches the immediate scaffold to the level of understanding in the child's response because it signals the child's need (Landry et al., 2012). The following examples illustrate Ms. Asher's contingent scaffolds. Upward Scaffold When asked what mice need to sur vive in the school's outdoor habitat, Martin correctly responded, This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

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Teachers’ use of questions during shared book reading: Relations to child responses

Cited by 74 publications

References 40 publications

Preschoolers Benefit Equally From Video Chat, Pseudo-Contingent Video, and Live Book Reading: Implications for Storytime During the Coronavirus Pandemic and Beyond

Preschoolers Benefit Equally From Video Chat, Pseudo-Contingent Video, and Live Book Reading: Implications for Storytime During the Coronavirus Pandemic and Beyond

Preschool Teachers’ Science Talks During Picture Storybook Telling

Asking Questions Is Just the First Step: Using Upward and Downward Scaffolds

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