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Reading with Questions is the Key to Learning
by Monica Gustafson
February is "I Love to Read Month" and in writing this article I wanted to focus on the link between language and reading, especially in the Preschool years. Much has been written about the link between early reading to children and later success in school, and reading abilities in general.
Books, such as the Doctor Seuss series, and other pattern groups teach children about rhyming and patterns in words, which translate into phonics skills when learning to read. Any book with rhymes and repeated sounds and patterns is preparing a child to understand the concept of sounds as they relate in words.
Anytime we read to a child we are patterning the rules of language, especially if it is a favourite book that a child asks to have read over and over again. Have no fear, there really is a benefit from reading "If you Give a Mouse a Cookie" for the 20th time if your child learns how to use an " if" clause in their language. Stories such as "Are You My Mother?" or "Is your Mama a Llama?" demonstrate the use of 'wh' questions patterns.
More recently the research has focused on the amount of questioning parents use when reading to their children. It seems that reading in quantity helps your child in "learning to read" in the primary grades, but extended questioning while reading can help your child when it comes time for them to use their skills in "reading to learn" in the Intermediate grades. Once children begin using their skills to discover and learn from books, their abilities to think in abstract terms comes into play. If these skills are developed through reading and questioning at an early age, than this will be an easy transition for them. Questions, in regard to a story, will vary in their level of difficulty and if used correctly can challenge a child to think abstractly beyond the actual story. This technique of questioning within book reading is known as scaffolding.
Researchers have identified four levels of abstraction that can be used to questioning children during book reading. Typically parents tend to stay within the first two levels of questioning. It is when we are able to move our children beyond the first two levels that we begin to challenge them to think more abstractly. The following is an overview of the levels of questioning.
Level 1 Questions that involve Matching; Labeling; or Locating. These are usually questions that relate to the illustrations on the page. For example: What is this called? (Pointing to a picture) Can you see something that is red? ... Can you find the Papa Bear's bowl?
Level 2 Questions that involve Describing; Recalling information; or Completing sentences. For example:
What was baby bear's voice like?... Do you remember why the bears went out for a walk? And when he saw Goldilocks in his bed, the Papa bear said...
Level 3 Questions that involve Summarizing; Defining; Provide a point of view; Identify similarities and differences; or Make judgements. For example: If you were Baby bear how would you feel? Do you think Goldilocks should have gone in to the bear's house? Do you think she should be punished?
Level 4 Questions that involve Prediction; Problem solving; and Explanation. For example: What do you think the bears will do after Goldilocks leaves? Why do you think Goldilocks went into the house? How do you think the bears could have prevented Goldilocks from getting into their house?
When using these types of questions with your child, try to gear most of your questions at their level of understanding not above. Use about 25 percent of your questions to challenge your child in the more advanced levels. When a child is unable to provide an answer, then think aloud with how you might answer the question. For example: "If I were the bears I would make some more porridge and then I would try to fix baby bear's chair." This technique is called verbal mediation and it demonstrates the required thinking pattern to your child.
Most important of all, read to your child, and read often. The language and skills developed through reading will last a lifetime.
Monica Gustafson is a Speech/Language Pathologist and the Author of 21 programs for speech and language remediation. In addition to her 31 years experience in the school system she provides Private Speech/Language therapy sessions to Preschool and School-aged children. For more information on Private Sessions: Call: 896-3964 or email Monica. Evening appointments are available.
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