Final published version
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Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Question Asking During Reading Comprehension Instruction
T2 - A Corpus Study of How Question Type Influences the Linguistic Complexity of Primary School Students’ Responses
AU - Blything, L.P.
AU - Hardie, A.
AU - Cain, K.
PY - 2020/7/1
Y1 - 2020/7/1
N2 - The authors examined teachers’ (N = 19) use of different question types during small‐group comprehension instruction for 6–11‐year‐olds (N = 115). The authors tagged the corpus of 40 hours of guided reading sessions to enable computer‐based searches for syntactic forms of questions. Teachers frequently asked high‐challenge wh‐ word questions (e.g., “How does that fit in with what you just read?”), and this was more pronounced in schools located in regions of low socioeconomic status, a finding associated with recency of completion of teacher training. Students’ responses were more linguistically complex when teacher questions comprised a high frequency of high‐challenge questions, particularly wh‐ word adverb questions (predominantly why and how). These findings applied across the wide age and ability range of the sample, indicating that high‐challenge questions are effective in small‐group comprehension instruction for students in different age groups and at various levels of reading ability. The authors conclude that teachers benefit from being informed about the effect of various syntactic forms of questions, particularly the nuances of wh‐ word questions. The findings also highlight the advantages of using corpus search methods to examine the influence of teacher question‐asking strategies during classroom interactions.
AB - The authors examined teachers’ (N = 19) use of different question types during small‐group comprehension instruction for 6–11‐year‐olds (N = 115). The authors tagged the corpus of 40 hours of guided reading sessions to enable computer‐based searches for syntactic forms of questions. Teachers frequently asked high‐challenge wh‐ word questions (e.g., “How does that fit in with what you just read?”), and this was more pronounced in schools located in regions of low socioeconomic status, a finding associated with recency of completion of teacher training. Students’ responses were more linguistically complex when teacher questions comprised a high frequency of high‐challenge questions, particularly wh‐ word adverb questions (predominantly why and how). These findings applied across the wide age and ability range of the sample, indicating that high‐challenge questions are effective in small‐group comprehension instruction for students in different age groups and at various levels of reading ability. The authors conclude that teachers benefit from being informed about the effect of various syntactic forms of questions, particularly the nuances of wh‐ word questions. The findings also highlight the advantages of using corpus search methods to examine the influence of teacher question‐asking strategies during classroom interactions.
KW - Comprehension
KW - Methodological perspectives, Instructional strategies; methods and materials
KW - Vygotskian
KW - Cognitive
KW - Classroom Discourse
KW - Comprehension Instruction
KW - Discussion Strategies
KW - Correlation
KW - ANOVAs
KW - 2‐Childhood
U2 - 10.1002/rrq.279
DO - 10.1002/rrq.279
M3 - Journal article
VL - 55
SP - 443
EP - 472
JO - Reading Research Quarterly
JF - Reading Research Quarterly
SN - 0034-0553
IS - 3
ER -