Early Childhood Education Journal

, Volume 33, Issue 4, pp 273–278 | Cite as

The Effect of Questioning Style During Storybook Reading on Novel Vocabulary Acquisition of Preschoolers

  • Bridget A. Walsh
  • Pamela Blewitt

The effects of adult questioning on children’s novel word acquisition during storybook reading were investigated. Three-year-olds were assigned to one of three conditions: vocabulary eliciting questions, noneliciting questions, and no questions (control). General vocabulary comprehension and novel word knowledge were equivalent across the groups before the storybook reading intervention. Children were read 3 storybooks repeatedly across 4 reading sessions and were tested for production and comprehension of novel words in the final session. Children’s novel word comprehension increased more in both question conditions than in the control condition, suggesting that type of question is not as important to word learning as children’s active engagement in discussion about novel words in general. Novel word production was not strongly affected by any of the reading conditions. However, asking children noneliciting questions did appear to foster production of new words more than not asking questions at all.


questioning style novel vocabulary expressive vocabulary receptive vocabulary preschoolers shared book reading storybook reading. 


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Copyright information

© Springer Science+Business Media, Inc. 2006

Authors and Affiliations

  1. 1.Family SciencesTexas Woman’s UniversityDentonUSA
  2. 2.Department of PsychologyVillanova UniversityVillanovaUSA
  3. 3.Department of Family SciencesTexas Woman’s UniversityDentonUSA

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