Preschool teachers’ literal and inferential questions and children's responses during whole-class shared reading

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Interactive Read-Alouds—An Avenue for Enhancing Children’s Language for Thinking and Understanding: A Review of Recent Research (2013, background): “There is substantial evidence that preschoolers are capable of doing more than labeling or describing concrete elements that can be easily perceived (e.g. Blewitt et al. 2009; Massey et al. 2008; Sittner Bridges et al. 2012; van Kleek 2008; Zucker et al. 2010).”
Shared Book Reading and Head Start Preschoolers' Vocabulary Learning: The Role of Book-Related Discussion and Curricular Connections (2012, background): “…work might delve more deeply into the nature of teachers’ contextualized and decontextualized talk, disaggregating comments and questions as well as more carefully exploring the nature of the give-and-take between teachers and children (Blewitt, Rump, Shealy, & Cook, 2009; Zucker et al., 2010).”
Increasing Higher Level Language Skills to Improve Reading Comprehension (2011, background): “, children’s immediate responses tended to reflect that level of cognitive demand (e.g., “Because the airplane is about to move”; Zucker et al., 2010, p. 77).”
Teacher question and student response with regard to cognition and language use (2012, background): “Furthermore, most studies on pre-k teacher questioning behaviors have been confined to literacy activities (cf. Wasik et al. 2006; Whitehurst et al. 1994; Zucker et al. 2010).”