This study reviewed 20 experimental, shared book reading (SBR) interventions
using questioning strategies with preschool children was conducted. The
studies were analyzed in terms of their quality, focus, and the
questioning strategies employed. Although there were few methodological
concerns about the studies conducted, treatment fidelity and
replicability of the reported interventions are raised as issues needing
attention in future research.
The impact of questioning strategies on language and pre- literacy skills tended to be a focus of the reported studies, with little investigation of the development of children's thinking skills through questioning, and there were few attempts to analyze children's responses to different types of questioning techniques.
Across the reported studies, there was also a lack of consistency around the terminology associated with different kinds of questioning.
The article concludes with discussion of implications for the use of questioning techniques in early childhood education practice and argues for research into the impact of different questioning techniques on children's cognitive development.
The impact of questioning strategies on language and pre- literacy skills tended to be a focus of the reported studies, with little investigation of the development of children's thinking skills through questioning, and there were few attempts to analyze children's responses to different types of questioning techniques.
Across the reported studies, there was also a lack of consistency around the terminology associated with different kinds of questioning.
The article concludes with discussion of implications for the use of questioning techniques in early childhood education practice and argues for research into the impact of different questioning techniques on children's cognitive development.
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