Bilinguals Contingently Respond to Teacher Inferential Questions during Shared Reading in Preschool

Research Findings: This study used sequential analysis to investigate teachers’ use of literal and inferential questions their relation children’s responses during small-group shared reading in preschool. Participants were 202 dual-language learners (age 3–5 years) 53 preschool teachers multiethnic classrooms Norway. Teacher child coded for level, ranging from lower-order higher-order levels. Sequential was employed examine which ways aligned with the level questions. We found that teacher highly likely elicit on same consistently followed by responses. Practice or Policy: The results suggest can not only but also more challenging this way, actively engage them complex talk reading.