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ERIC Number: EJ1042133
Record Type: Journal
Publication Date: 2014-May
Pages: 28
Abstractor: As Provided
ISSN: ISSN-1932-202X
An Investigation of Elementary Teachers' Use of Follow-Up Questions for Students at Different Reading Levels
Gilson, Cindy M.; Little, Catherine A.; Ruegg, Ashley N.; Bruce-Davis, Micah
Journal of Advanced Academics, v25 n2 p101-128 May 2014
Asking questions to promote higher-level thinking is often promoted as a way to challenge students, especially talented readers, to think more deeply about text and share their thinking. Recent research in a variety of educational fields has indicated that follow-up questions may be used to move all students forward in their abilities to understand and respond to such questions accessing higher-level thinking. The purpose of this qualitative investigation was to identify the types of follow-up questions frequently asked by three teachers at a small, urban elementary school in the Northeastern region of the United States and whether those types varied by students' reading readiness levels. Results indicated that the teachers asked a variety of follow-up questions accessing both higher- and lower-level thinking during reading conferences with students whose reading levels varied; the results also indicated that each teacher tended to ask a greater percentage of higher-level questions of his or her higher-level students than of other students. The identified follow-up question types may be helpful in supporting other elementary reading teachers to expand their repertoire of questions to ask students during discourse around text.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A