Preschool Teachers' Literal and Inferential Questions and Children's Responses during Whole-Class Shared Reading

Autor/inn/en	Zucker, Tricia A.; Justice, Laura M.; Piasta, Shayne B.; Kaderavek, Joan N.
Titel	Preschool Teachers' Literal and Inferential Questions and Children's Responses during Whole-Class Shared Reading
Quelle	In: Early Childhood Research Quarterly, 25 (2010) 1, S.65-83 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2009.07.001
Schlagwörter	Reading Comprehension; Preschool Teachers; Reading Instruction; Reading Strategies; Sequential Approach; Preschool Children; Vocabulary; Evaluation + Suchen Sie Ihr Suchwort? Leseverstehen; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Leseunterricht; Reading strategy; Leselernstufe; Lesetechnik; Schrittfolge; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Wortschatz; Evaluierung
Abstract	This study examined the extent to which preschool teachers used literal and inferential questions during classroom-based shared reading. Specific foci included (a) investigating the association among the level of literal or inferential language in the text, teachers' text-related questions, and children's responses using sequential analysis, and (b) examining the relation between teachers' inferential questioning and children's vocabulary outcomes. Participants included 25 preschool teachers and 159 four-year-old children. Teachers videotaped their whole-class shared reading of an informational narrative text. Teachers and children's extratextual talk was analyzed and children completed standardized vocabulary assessments in fall and spring of the academic year. When reading this informational narrative text, teachers posed, on average, slightly more inferential questions than literal questions. Significant sequential associations were observed between the level of teachers' questions and child responses, with inferential questions consistently eliciting inferential child responses. Few characteristics of teachers' questions were associated with children's vocabulary outcomes. Results suggest that preschool teachers can use inferential questioning to encourage children to participate in conversation at complex, inferential levels; informational texts appear to provide a successful context for this inferential discourse. Implications for teachers and allied professionals are discussed. (Contains 8 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10