Document Type
Article
Publication Date
Spring 2026
Abstract
This inquiry-based study examines the impact of intentional open-ended questioning on preschool children’s language development and emergent literacy skills during shared reading. Grounded in research highlighting the importance of teacher–child interactions, this study addresses the problem that many preschool classrooms rely heavily on closed-ended questions that limit opportunities for extended dialogue and expressive language growth. The purpose of this study is to determine whether increasing the frequency and quality of open-ended questioning leads to improvements in children’s vocabulary, comprehension, conversational turn-taking, and overall participation in classroom discourse. Conducted in a preschool classroom with nine students over a six-week period, the study utilizes a mixed-methods approach, including structured classroom observations, audio recordings of shared reading sessions, pre- and post-literacy assessments, and weekly teacher reflection journals. Data will be analyzed using both descriptive statistics and thematic coding to identify patterns in language use and engagement. Findings from this study aim to provide insight into how purposeful questioning strategies can enhance early language development and inform instructional practices in early childhood education.