Literaturnachweis - Detailanzeige
| Autor/inn/en | Walsh, Rosalind; Kemp, Coral |
|---|---|
| Titel | The Effect of Higher-Order Questioning on the Complexity of Gifted Preschoolers' Language |
| Quelle | In: Australasian Journal of Gifted Education, 28 (2019) 1, S.6-23 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1323-9686 |
| Schlagwörter | Questioning Techniques; Academically Gifted; Preschool Children; Language Skills; Thinking Skills; Story Reading; Foreign Countries; Language Usage; Australia |
| 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 higher order 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. (As Provided). |
| Anmerkungen | Australian Association for the Education of the Gifted and Talented. School of Education, The University of New South Wales, Sydney NSW 2052, Australia. e-mail: EditorAJGE@aaegt.net.au; Web site: http://www.aaegt.net.au/?page_id=736 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
