Why Would You Say Goodnight to the Moon? Response of Young Intellectually Gifted Children to Lower and Higher Order Questions During Storybook Reading

Abstract

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.

Coaching Parents to Use Higher Level Questioning With Their Twice-Exceptional Children

“…Strategies that use higher order thinking skills can be used to help 2E children develop and demonstrate their advanced cognitive thought processes (Walsh, Bowes, & Sweller, 2017). In a study that captured twice-exceptional learner’s perceptions of effective strategies, higher order thinking skills was rated as one of the “most beneficial” learning strategies by participants (Willard-Holt et al, 2013, p. 257).…”

“…Higher level questioning (HLQ) strategies are often recommended to stimulate and challenge gifted students and students who demonstrate gifted potential, especially young intellectually gifted children (McCollister & Sayler, 2010; Robinson, Shore, & Enersen 2007; Shaunessy, 2000; Walsh et al, 2017; Walsh & Kemp, 2013). Research has found that questioning strategies, particularly those based on the higher levels of Bloom’s revised taxonomy (i.e., Analyzing, Evaluating, Creating), aid in the development of critical thinking skills, creativity, higher order thinking skills (Daniels, 1997; Gallagher, 1985; Shaunessy, 2000), and more complex verbal responses for young gifted children (Walsh et al, 2017). Unfortunately, lower level questions, many of which simply require students to recall basic factual information, are most prominent in school settings (Gallagher, 1985; Siraj-Blatchford & Manni, 2008; Wimer, Ridenour, Thomas, & Place, 2001).…”

“…Unfortunately, lower level questions, many of which simply require students to recall basic factual information, are most prominent in school settings (Gallagher, 1985; Siraj-Blatchford & Manni, 2008; Wimer, Ridenour, Thomas, & Place, 2001). This is unfortunate, given lower level questions often elicit lower level responses from young gifted children and do not allow them to fully develop or demonstrate higher order thinking skills (Walsh et al, 2017).…”

HOTS-AEP: Higher Order Thinking Skills from Elementary to Master Students in Environmental Learning

“…At the ES level, it is clear that they can begin to learn to evaluate a person's attitude towards the environment. This is certainly a positive thing considering the ability to evaluate is one part of HOTS that needs to be trained (Gunduz et al, 2016;Madhuri, Kantamreddi, & Goteti, 2012;Walsh, Bowes, & Sweller, 2017). In Table 5, it is clear that on the 5th indicator about making a hypothesis, ES students have the highest score compared to the other levels.…”

Okul Öncesi Dönem Üstün Yetenekli Çocukların Eğitimlerine Yönelik Kullanılan Öğretim Stratejileri / Instructional Strategies Used Pre-school Gifted Children s Education

“…Hertzog, Klein and Katz (1999) conducted a one-year project approach with 3-4 and 5-6-year-old children and found that the project approach supported the questioning skills. Walsh, Bowes and Sweller (2017) have shown that children improve their questioning skills through storytelling. Adelson and Carpenter (2011), on the other hand, found that 8 gifted students have high-level skills in the study which is related to the high-level thinking with 43 storybooks.…”