Coaching Bilingual Chinese Mothers Ask Higher-Level Questions in Dialogic Reading

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https://dc.etsu.edu/etsu-works-2/791

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http://hdl.handle.net/11603/36584

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UMBC Education Department

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Author/Creator ORCID

https://orcid.org/0000-0002-4813-3406

Date

2022-04-01

Type of Work

journal articles
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Citation of Original Publication

Yang, Shuling. “Coaching Bilingual Chinese Mothers Ask Higher-Level Questions in Dialogic Reading.” ETSU Faculty Works 7 (April 1, 2022): 74–90. https://dc.etsu.edu/etsu-works-2/791

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Abstract

During a community reading program with Chinese mothers, the researcher in this study helped the mothers with higher-level questions to promote young children’s abstract and critical thinking. With a multiple baseline design, the researcher of the current study coached five mothers of young children on how to ask Higher-level questions during dialogic reading. With timely feedback and collaborative work with the coach, the coachees significantly increased their number of higher-level questions. The children participating in this study also improved greatly in their expressive vocabulary. The results of the study indicate that these parents need explicit instruction on higher-level questions and coaching in a one-on-one format was effective in improving the critical thinking skills of children.