Providing platforms: An examination of low-level questions in informational read alouds

Document Type

Article

Publication Date

6-1-2020

Abstract

This study examined teachers’ spontaneous low-level comprehension questions in script-supported informational read alouds, with a secondary analysis on the relationship between low- and high-level comprehension questions. Participants came from a predetermined subsample of 34 teachers and 824 third-grade students. Results revealed notable variation in the type and function of low-level questions, with some offering support for high-level questions or content learning. Although the predominance of low-level questioning patterns continues to be a challenge in many elementary classrooms, this study’s findings suggest some low-level questions play important, complementary functions in text discussions, particularly with informational text.

Publication Title

Elementary School Journal

Volume

120

Issue

4

First Page

555

Last Page

579

Digital Object Identifier (DOI)

10.1086/708665

ISSN

00135984

E-ISSN

15548279

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