||The current study examined whether type of questioning (all low demand, all high demand, or scaffolding) affected vocabulary acquisition during a six week reading intervention with preschool age children. Two measures were used to determine the degree of vocabulary learning: the New Word Comprehension Test (NWCT) and the New Word Definition Test (NWDT). We did not expect to find significant differences in posttest scores between the low or high demand question interventions. However, we did predict that children in the scaffolding intervention would perform significantly better on both the NWCT and NWDT than the children in the other conditions. As expected, children increased their scores from pretest to posttest on the NWCT, but there were no differences based on the type of questioning intervention. For the NWDT administered only at posttest, children in the scaffolding condition did significantly better than children in both the high and low demand interventions, thus supporting our hypotheses. Perhaps the scaffolding intervention supports a deeper understanding of novel vocabulary words, allowing for better performance on the more demanding NWDT measure.