This study examined various ways of asking
questions about target vocabulary words during shared
storybook reading with young Hispanic dual language
learners enrolled in Head Start. The study examined the
demand level and placement of adults’ questions during
shared storybook reading. The research design incorporat￾ed five conditions; namely, adults’ (a) low demand and
interrupting questions, (b) high demand and interrupting
questions, (c) low demand and non-interrupting questions,
(d) high demand and non-interrupting questions, and (e) a
control. Participants were 57 children with Spanish as the
primary language spoken to children in the home with most
of their parents identifying as having been born in a Latin
American country. The present study suggests that demand
level rather than interrupting status accounts for more
differences in children’s novel vocabulary expressive
scores, with children in the high demand group scoring
higher than those in the low demand group.

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Tersedia

• Shared Storybook Reading in Head Start: Impact of Questioning Styles on the Vocabulary of Hispanic Dual Language Learners

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