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Coaching Chinese Mothers to Ask Higher-Level Questions during Dialogic Reading

Shuling Yang, University of Nebraska - Lincoln


The purpose of this multiple baseline across participants study was to coach five Chinese bilingual mothers Higher-level questioning during dialogic reading. Based on Vygotsky’s (1978) social constructivist perspective, a real-time interactive coaching model was proposed to work with the mothers on a one-on-one format after they watched a dialogic reading video. By way of goal setting, modeling, collaborative reflection, practice on site, and immediate feedback, the researcher coached each mother on how to ask Higher-level questions in dialogic reading to best fit the zone of proximal development of the child. Data collection began in September 2018 and ended in February 2019 with 133 audio recordings of repeated readings. With a multiple baseline across participants design, the staggering introduction of the interventions of dialogic reading and coaching demonstrated the effect of coaching in increasing significantly the number of Higher-level questions asked by the mothers. The results in both within phase, between phases, and across participants supported the hypotheses of the study that (1) Dialogic reading increased conversational interactions and questioning during reading;(2) Coaching significantly increased the number of Higher-level questions asked by the mothers compared with dialogic reading with video training only. The results of study also found that the questioning during dialogic reading was affected by three components: Mother, Child, and Book triad, and the interactions between them.

Subject Area

Early childhood education

Recommended Citation

Yang, Shuling, "Coaching Chinese Mothers to Ask Higher-Level Questions during Dialogic Reading" (2019). ETD collection for University of Nebraska-Lincoln. AAI22582962.