Abstract
Experimental studies have shown positive effects of dialogic reading of picture books (reading aloud interspersed with prompts and feedback for verbalizations by the listener) on the vocabulary and verbal expression of small children. This study assessed the effect of dialogic reading on the comprehension of a children’s novel by three children aged 7-8 years, using a single-subject reversal design. In Condition A, the text was read without intervention. In Condition B, reading was interspersed with dialogic interventions based on narrative functions. Comprehension was superior in all measures in Condition B for the two participants who underwent the B-A-B design, however, not for the participant who underwent the A-B-A design. We discuss possible interactions of dialogic reading with characteristics of text genre and the need for systematic replications with more sessions and reversals of conditions.
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