This study examined teachers’ spontaneous low-level comprehension questions in script-supported informational read alouds, with a secondary analysis on the relationship between low- and high-level comprehension questions. Participants came from a predetermined subsample of 34 teachers and 824 third-grade students. Results revealed notable variation in the type and function of low-level questions, with some offering support for high-level questions or content learning. Although the predominance of low-level questioning patterns continues to be a challenge in many elementary classrooms, this study’s findings suggest some low-level questions play important, complementary functions in text discussions, particularly with informational text.

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本研究考察了教师在脚本支持的信息朗读中自发的低级理解题，并对低级和高级理解题之间的关系进行了二次分析。参与者来自预先确定的由 34 名教师和 824 名三年级学生组成的子样本。结果显示低级问题的类型和功能存在显着差异，其中一些为高级问题或内容学习提供支持。尽管在许多小学课堂中，低层次提问模式的主导地位仍然是一个挑战，但本研究的结果表明，一些低层次问题在文本讨论中发挥着重要的补充功能，尤其是信息文本。