The impact of teacher prompting and questioning on third grade students' comprehension

This qualitative research study explores how teacher prompting and questioning impacts students’ comprehension of texts. The researcher observed a third grade teacher, Mrs. G., at a local elementary school in order to discern patterns in how this teacher used verbal prompts and questions to assist her students in understanding what they read. An initial interview was conducted with Mrs. G. to determine how she typically teaches and assesses reading comprehension, as well as the types of verbal prompts and questions she utilizes to assist students in comprehension. The researcher observed two literacy lessons in which Mrs. G. instructed the whole class as well as small groups of students. An analysis of these observations revealed Mrs. G’s use of academic language as well as explicit modeling or thinking aloud as a means to aid students in their reading comprehension. These patterns were confirmed through analysis of the data by multiple sources, including Mrs. G’s comments, and are evident in the literature. Recommendations for educators linked to this study include using academic language to label and discuss various reading comprehension strategies, as well as modeling reading comprehension strategies by thinking aloud in an effort to support students’ understanding of when and how to implement particular strategies to aid in their understanding of texts.