Teachers' Use of Questioning During Script-Supported Informational Read-Alouds

• In Event: 72.049 - Roundtable Session 34
  In Roundtable Session: 72.049-10 - Strategies to Support Literacy Learning

Abstract

Although teacher questioning is a common practice during read alouds in the elementary grades, the types of questions asked can lead to considerable variation in the kinds of text-related critical thinking students do. Given the recent emphasis on increasing students’ exposure to informational text, the read aloud is also seen as an important context for scaffolding students’ comprehension skills with this genre. This study examines the levels and types of comprehension questions teachers ask in an informational read aloud that was part of an in-school summer literacy program in 27 high-poverty schools. Mixed methods were used to determine the number and proportion of low- and high-level scripted and teacher-generated comprehension questions teachers asked during the read aloud.

Authors

• Elizabeth Hale Rozas, Harvard University

• James S. Kim, Harvard University

• Helen Chen Kingston, Harvard University