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ERIC Number: EJ1213400
Record Type: Journal
Publication Date: 2019-Jun
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1323-9686
The Effect of Higher-Order Questioning on the Complexity of Gifted Preschoolers' Language
Walsh, Rosalind; Kemp, Coral
Australasian Journal of Gifted Education, v28 n1 p6-23 Jun 2019
A single-subject design was used to examine the effectiveness of a higher-order questioning stimulus. Five children aged 3 to 5 years, who were assessed as being potentially gifted, took part in story-reading sessions in which higher order questions were asked. A treatment effect was found for three of the five children, suggesting that the use of higher-order questions as part of a story-reading session has the potential to elicit linguistically complex language in young gifted children. Possible reasons for the absence, or reduction, of a treatment effect for two children, and the implications of the findings for practice and future research, are discussed.
Australian Association for the Education of the Gifted and Talented. School of Education, The University of New South Wales, Sydney NSW 2052, Australia. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia