| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 353910 | Early Childhood Research Quarterly | 2014 | 13 Pages |
•Observational study analyzed the distribution of time, frequency, duration of teacher questioning type in shared book reading.•Time spent after reading was significantly related to expressive vocabulary.•Question timing did not matter in terms of receptive vocabulary outcomes.•Duration of teacher association questioning was significantly related to receptive vocabulary.•Frequency and duration of teacher vocabulary-related association level questioning was related to expressive vocabulary.
This observational study analyzed patterns of teacher extratextual talk as it occurs before, during, and after reading books to children, and the frequency and duration of teacher questioning by type (label, define, associate) on preschoolers’ receptive and expressive vocabulary knowledge. Over the course of 18 weeks, 13 teachers and 100 children participated in ninety 20-min small-group sessions of teacher-guided shared reading instruction. Teachers’ reading instruction was examined through videotaped observations using the Multi-Option Observation System for Experimental Studies (MOOSES™; Tapp, Wehby, & Ellis, 1995). Two findings, in particular, yielded relevant educational and theoretical implications. First, time spent after reading was significantly related to expressive vocabulary. However, question timing did not seem to matter in terms of receptive vocabulary outcomes. Second, duration of teacher association questioning was significantly related to receptive vocabulary outcomes while both frequency and duration of teacher vocabulary-related association-level questioning were related to expressive vocabulary. For receptive vocabulary, both vocabulary- and comprehension-related association-level questioning mattered. These findings complement the body of work demonstrating that engaging children in interactive shared reading that elicits their active participation is related to meaningful gains in children's language and literacy growth. Limitations of the study and directions for future research are discussed.
