Providing platforms: An examination of low-level questions in informational read alouds
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.
Elementary School Journal
Digital Object Identifier (DOI)
Hale, E., Kim, J.S. (2020) Providing platforms: An examination of low-level questions in informational read alouds. Elementary School Journal, 120(4), 555-579.