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Are we asking the right questions? An analysis of research on the effect of teachers’ questioning on children’s language during shared book reading with young children

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References

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1997

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The differential effect of storybook reading on preschoolers' acquisition of expressive and receptive vocabulary

515 cited

2002Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect?481 cited

1996Knowledge of storybooks as a predictor of young children's vocabulary.438 cited

Cited by

2019Teachers’ use of questions during shared book reading: Relations to child responses118 cited
2020Preschoolers Benefit Equally From Video Chat, Pseudo-Contingent Video, and Live Book Reading: Implications for Storytime During the Coronavirus Pandemic and Beyond87 cited
2020Instructional strategies and linguistic features of kindergarten teachers’ shared book reading: The case of Singapore45 cited
2017A Research on the Effective Questioning Strategies in Class44 cited
2021A Systematic Review of Parent–Child Shared Book Reading Interventions for Infants and Toddlers38 cited
2021Instructionally Embedded Assessment: Theory of Action for an Innovative System8 cited
2023Teacher Questioning to Promote Extended Language Use for Preschool Emergent Bilinguals7 cited