Effects of Adapted Dialogic Reading on Oral Language and Vocabulary Knowledge of Latino Preschoolers at Risk for English Language Delays

Abstract

In this single-case design study, we examined the effects of an adapted dialogic reading intervention on the oral language and vocabulary skills of four Latino preschool children who were at risk for English language delays. We used adapted dialogic reading strategies in English and two literacy games that included a rapid naming activity and playing with props to retell the stories in the books. Results indicated improvement in both oral language and vocabulary skill knowledge from baseline to intervention for all children. Children also showed improvement from baseline to intervention in their story retells during generalization probes. Limitations and implications for future research and practice are discussed.