Making Questions Count

One of the most impactful ways to support early literacy is by asking effective questions. When done thoughtfully and intentionally, questioning promotes language development, builds vocabulary, and enhances comprehension. But what types of questions count the most? And how can we ask them in ways that truly foster young children’s developing literacy skills? Let’s explore some key strategies to make question-asking as meaningful as possible.

1. Open-Ended Questions  Foster Critical Thinking

Open-ended questions encourage children to think beyond yes-or-no answers. They do not expect a particular response such as yes, no, or dog.  Research suggests that when adults ask open-ended questions, children engage in richer conversations, which supports language development and narrative skills (Kelemen, 2020). For example, instead of asking “Is this a cat?” you might ask, “What is the cat doing?” or “Why do you think the cat is running?”

According to a 2021 study by Snow and Matthews, open questions stimulate children’s cognitive abilities by encouraging them to form hypotheses, express ideas, and practice language in more complex ways. This is particularly crucial in the preschool years, as these abilities are linked to later reading comprehension and storytelling skills.

For more information on open questions see this  NAEYC article: https://www.naeyc.org/resources/pubs/tyc/feb2019/asking-questions-stretch-children%27s-thinking

2. Scaffolding Questions  Deepen Understanding

Scaffolding is a concept  where adults support children’s current level of understanding while gradually helping them reach a higher level. In regard to early literacy, scaffolding through questions can guide children to expand their thinking and language.

For example, you could begin with a simple question, “What color is the dog?” and follow up with a more complex question, “Why do you think the dog is hiding?” This progression builds both confidence and depth in a child’s ability to reason and articulate thoughts (Perez et al., 2022). Scaffolding questions should be adjusted to meet each child’s individual needs (current knowledge and language ability), helping them stretch but not become frustrated.

Dialogic Reading is an evidence-based shared reading technique that maximizes the scaffolding approach. Learn more about Dialogic Reading here: https://www.raising-readers.org/media/cms/The_Dialogic_Reading_Method_F760046DFDFD4.pdf

3. Repetitive and Predictable Questions Build Vocabulary 

Research demonstrates that repetition is key in  learning language. A study from 2023 (Li & Fang) shows that children exposed to repetitive questioning not only become familiar with the structure of the question, but also start using new vocabulary with greater confidence. When you ask children the same question in different contexts, they solidify their understanding of the word and its use.

For example, asking “Where is the cat?” while reading a story and later asking, “Where is the toy?” while playing in dramatic play, helps children recognize the structure of the question and apply it to new situations.

Predictable questions—those that children can anticipate—also build confidence and encourage them to use new words. For example, during reading time, regularly asking, “What do you think will happen next?” helps children anticipate the question and prepares them to use their newly acquired vocabulary.

4. Reflective Questions Encourage Narrative Skills

Reflective questions help children connect their experiences with stories or events, which fosters narrative skills and comprehension. According to a 2022 report by the National Institute for Early Education Research, children who have opportunities to reflect on stories or personal experiences develop better narrative abilities, key  predictors of later reading success. For example, after reading a book, you might ask, “Can you remember a time when you felt like the character?” or “What would you do if you were in this story?”

Reflecting like this deepens children’s engagement with stories, activates their prior knowledge, and strengthens their ability to organize thoughts in a coherent manner, a vital skill for learning to write and read independently.

5.  Multisensory Questions Enhance Learning

Recent research highlights the importance of multisensory experiences in early literacy. A study by Brooks et al. (2023) shows that children who engage with books through touch, sound, and movement demonstrate higher literacy gains. Questions that encourage children to use multiple senses reinforce learning by allowing them to make connections between words and their meanings. For example, while reading a book about animals, you could ask, “What does a tiger’s fur feel like?” or “Can you make the sound the bird is making?”

Multisensory learning not only enhances vocabulary but also keeps young learners engaged, making the process of learning fun and interactive.

By using these strategies consistently, caregivers and educators can provide a language rich environment that supports early literacy and prepares children for future academic success.

Reference List

• Brooks, M., Thompson, A., & Fielder, S. (2023). Multisensory learning and its impact on early literacy skills. Journal of Early Childhood Development, 47(2), 78-94.
• Kelemen, G. (2020). Open-ended questions and early cognitive development in preschoolers. Child Development Perspectives, 12(3), 123-128.
• Li, Y., & Fang, W. (2023). Repetition in early language development: Impacts on vocabulary acquisition. Early Childhood Research Quarterly, 58, 33-45.
• Perez, L., Johnson, R., & Anderson, P. (2022). Scaffolding in early education: How questioning techniques support literacy development. Educational Psychology Review, 34(4), 567-582.
• Snow, C. E., & Matthews, D. (2021). The power of conversation: Promoting literacy through dialogue. Journal of Literacy Research, 53(1), 89-110.
• National Institute for Early Education Research (2022). Reflective questioning and narrative development: Longitudinal insights. Early Education Journal, 49(3), 112-125.