Dialogic Reading Research Articles

The Effect of Dialogic Reading on the Asking Skills and Attitudes of Primary School Students, Based on Revised Bloom s Taxonomy

The Effect of Dialogic Reading on the Asking Skills and Attitudes of Primary School Students, Based on Revised Bloom s Taxonomy

RECALL prompting hierarchy improves responsiveness for autistic children and children with language delay: a single-case design study.

The purpose of the current study was to expand upon previous research on RECALL, a dialogic reading intervention modified for autistic children aimed at increasing engagement. Children ages 3-6 years (n = 6) with language delays with or without co-occurring autism were tested using a multiple baseline across participants design. During baseline, the interventionist used dialogic reading and asked questions after every page. During intervention, the interventionist used RECALL, including a least to most prompting hierarchy with visual prompt cards. Children were more responsive and produced more meaningful correct responses during the intervention. Response type (linguistic vs. non-linguistic) also changed from baseline to intervention, though the pattern varied across participants. Intervention was not associated with increased responsiveness to adult bids for attention or pauses designed to encourage the child to initiate an interaction, though a few children showed changes in these responses over time.

Utilizing The Read-Arounds Strategy in Junior High School Students’ Dialogic Reading Activities

Reading is a requirement for almost all academic pursuits, it is a crucial component of language learning, especially for students. When learning English, this is especially important. Students must be able to read comprehension in order to absorb the material they are taught. Readability issues with fluency are often seen in students who have trouble understanding a foreign language. There have been several studies on Dialogic Reading activities, but few have utilized group reading strategies during these activities. Therefore, this research aims to investigate students' responses to the use of read-arounds strategy in dialogic reading activities for junior high school students at one of the junior high schools in Karawang. Micro-ethnography method is employed in this study. To collect the necessary data, observation and interviews are conducted. Reflective journaling is also used to enhance data accuracy. The results reveal that using the read-arounds technique improves students' understanding and reading interest. based on their comments, which show that using the read-arounds method can benefit children in three points: (1) increasing their self-confidence; (2) motivating them to read in English; and (3) improving their vocabulary and pronunciation. It can be concluded that using enjoyable reading strategies can help students become more confident and reduce their reading anxiety.

An Investigation of the Effects of Dialogic Reading Program Applied in Children s Homes on Children s Language Development

The aim of this study is to investigate the effect of dialogic reading education given to care staff working in children's homes on the language development of children in need of protection and the views of care staff on dialogic reading. The study was designed using the explanatory sequential mixed method in which quantitative and qualitative research methods were used together. The study group consisted of 9 children aged 5-8 years living in children's homes and 6 care staff responsible for their care. Girls and boys live in separate homes, and the average age of the children is 6 years and 7 months. One of the participating care staff members is male, and the remaining five are female. The ages of the participating staff range between 35 and 40. First, dialogic reading training was given to a total of six care staff members working in two different care homes. The training was completed in two sessions. After the training, the Peabody Picture Vocabulary Test was administered to the children in the children’s homes as a pre-test. The care staff who completed the training were asked to read books to the children for four weeks using the dialogic reading technique. After the application, the same test was administered as a post-test. Following the quantitative data collection, qualitative data were gathered through semi-structured interviews with the care staff. As a result of the study, a significant difference was found between the pre-test and post-tests of the children who received dialogic reading. In addition, the participant staff stated that dialogic reading increased children's interest in book, developed various skills in children, and contributed to their professional development. This study recommends that care staff in children's homes receive training on dialogic reading and that this method be integrated into daily practice. Additionally, future studies with larger sample sizes and control groups should be conducted, and early interventions for language development in early childhood should be prioritized.

The Effects of ‘Dialogic Reading’ on the Development of Mental State Vocabulary in Children with ASD

Objectives: Children with Autism spectrum disorders (ASD) have difficulties in understanding thoughts, intentions, and beliefs of others, which are related to the development of theory of mind. The purpose of this study was to facilitate the production of mental state vocabulary related to theory of mind in these children through ‘Dialogic book-reading’ intervention and to verify the intervention and generalization effects.Methods: A “PEER” strategy was conducted with children with ASD. The pattern of mental state vocabulary production was analyzed through a picture task, and generalization effects were examined using a parent-report checklist.Methods: A “PEER” strategy was conducted with children with ASD. The pattern of mental state vocabulary production was analyzed through a picture task, and generalization effects were examined using a parent-report checklist.Conclusion: This study provides evidence for the intervention and generalization effects of the interactive book reading strategy on the production of mental state vocabulary in children with ASD, highlighting the significance of using this strategy in clinical settings for training theory of mind in children with ASD.

Fostering Dialogic Reading Through Older Siblings in Immigrant Latino Families: A Pilot Study

To promote children’s language development through designs that consider familial contexts, the authors explored the effectiveness of a dialogic reading intervention customized for older siblings in immigrant Latino families. The dialogic reading intervention, developed with components of training, modeling, and coaching, systematically supported older siblings’ dialogic reading use while reading with their younger siblings. Using the CROWD mnemonic, older siblings were taught to use a range of dialogic reading prompts, thereby nurturing diverse forms of engagement during shared interactive book reading (SIBR) sessions. Moreover, older siblings were taught the PEER mnemonic to enhance their ability to respond to their younger siblings’ input in manners conducive to promoting the latter’s language development. Effects of the intervention program on three older siblings’ (1) prompting and (2) responsiveness during SIBR were assessed using a multiple-baseline across participants design. Results indicate that two out of three older siblings increased prompt frequency and demonstrated improved responsiveness after receiving coaching and modeling support. Challenges faced by one older sibling are discussed, potentially attributed to individual language and literacy difficulties. Results tentatively indicate that older siblings have the capacity to acquire and apply dialogic reading skills if given appropriate instruction and support. These results illuminate opportunities to enhance SIBR techniques among siblings, underscoring the significant role older siblings in immigrant Latino families can play in providing enriched language input during SIBR.

Dialogic reading in an early childhood education setting: ECEs’ learning in the context of a community of practice model

ABSTRACT The professional development (PD) of early childhood educators (ECEs) is key to childcare quality. The Professional Learning Community (PLC) model has been well-researched in K-12 settings and is found to have advantages over traditional models of PD; thus, it holds promise for educators in other settings such as early childhood education centers. Indeed, there is an increasing call for the implementation of this model in ECE settings. Some research has found that supporting ECEs’ professional learning (PL) through PLC development is a promising approach; nonetheless, PLCs remain under-researched in early childhood contexts, and findings are less conclusive. The current study examined the potential of PLC development for supporting learning about Dialogic Reading (DR) – a topic of interest to ECEs. In the current study, ECEs in one Canadian context participated in an online project in which they concurrently learned about the PLC model and DR. Our research, including ECEs’ written reflections, and video data of the ECE-child storybook reading, yielded novel findings. These findings suggest that ECEs learned to employ the specific techniques of dialogic reading for engaging children and enriching the dialogic interactions during storybook reading, while also learning to enact processes associated with a PLC model. The ECEs attributed several features of the PLC model to deepening their DR learning. These findings and their implications for practice and future research are further considered.

Exploring the effect of dialogic reading on children with autism spectrum disorder: Do siblings promote their language development?

Most educators engaged in dialogic reading (DR) are adults, whilst less attention is paid to the teaching effect of siblings on the language development of children with autism spectrum disorder (ASD). This study, which included 1007 Chinese kindergarteners with ASD, aimed to examine the possible effects of siblings' DR involvement on the language development of ASD children in terms of receptive vocabulary, expressive vocabulary, character reading, listening comprehension and reading interest. After a 12-week intervention period, results revealed that, except listening comprehension, ASD children who read with their older siblings demonstrated greater improvements than when they read with their parents in terms of expressive vocabulary, character reading skills and reading interest. These findings demonstrated the positive effects of DR on the language development of ASD children and highlight the importance of involving siblings in home literacy activities to facilitate the language development of ASD children. The effects of gender dyads and age differences between educators and ASD children have also been discussed.

Many Prompts, Few Expansions: Preservice Early Childhood Educators’ Implementation of Dialogic Reading

Many Prompts, Few Expansions: Preservice Early Childhood Educators’ Implementation of Dialogic Reading

Symposium 1: Interactive and action-oriented instruction for a digital era

This paper explores and reflects what the methodological considerations are for a study of classroom practice as networked learning. The area of interest is instruction in reading children´s literature in the primary school classroom, i.e., emergent literature didactics. Digitalization processes in society and school involve new conditions for literature didactics and challenges in the classroom. In today`s society we not only communicate in the form of speech and writing, but the digitalization has resulted in that communication takes place through both texts, images, and sound, i. e. multimodal communication (Jewitt, 2008; Godhe et al., 2020). Except for these changed conditions, it is possible to observe decreasing reading frequency, changing attitudes towards reading, and declining reading comprehension among children and youth in Sweden today (Statens Medieråd, 2017; Skolverket, 2017). The overall aim of the PhD thesis is to contribute knowledge about how literature didactics is designed in primary school classrooms, with regards to how this instruction enables encounters with and comprehension of children’s literature, through the support of digital technology. The project consists of three empirical sub-studies with a mixed method approach. In combination with quantitative surveys, qualitative focused observations and interviews with teachers will target instruction in literature didactic, and the role and function of digital technology. Participants are pre- and in-service teachers. The presentation of sub-study I describes how thirty-seven preservice teachers observed classroom teaching during one school day in different primary schools, with the aim to investigate activities related to fiction reading and the role of digital technology in these settings. The study was analyzed by using a thematic content analysis. The preliminary results show that dialogic reading, where the teacher reads fictions texts aloud and orchestrate a dialogue about it with the pupils, is dominating. The activity is supported by document cameras. In the context of this paper, the dialogic reading is understood as part of many pedagogical practices within networked learning, which includes interplays between teacher and pupils or between pupils. The results raise questions about teachers’ motives for literature choices, design, activities, and uses of technology. The analytical tools used in the first study need to be improved, in order to gain a better understanding of the role and function of technology in reading instruction in primary school settings. In addition, complementary empirical data with different foci need to be collected and contrasted with the empirical results from sub-study I.

Dialogic reading in preschool: a pragmatic randomized trial enrolling additional language learners

Additional language learners are at risk of presenting lower language skills in the majority language compared to peers. These differences in language skills have been observed at an early stage of education and may impact academic achievement later on. A randomized trial with a switching replications design was performed in Swedish preschools to examine the effectiveness of small group dialogic reading, aiming to promote oral language skills. The sample comprised 85 children with diverse language, socioeconomic, and cultural backgrounds attending nine preschools in three school districts. Dialogic reading was conducted by ten teachers, trained in dialogic reading and coached by three special education teachers. The dialogic reading intervention was feasible in preschool context and children progressed in their oral language skills during the intervention.

The Effect of Dialogic Reading Practices Under the Guidance of Teachers and Parents on the Fluent Reading Skills of Primary School 2nd Grade Students

The Effect of Dialogic Reading Practices Under the Guidance of Teachers and Parents on the Fluent Reading Skills of Primary School 2nd Grade Students

Home literacy environment, digital media and vocabulary development in preschool children

A child’s vocabulary ability may be influenced by many different factors in their home environment. The present study focused on supportive aspects in home environments and the relation to children’s vocabulary size through an online study where 166 parents of children aged 47.63 months (range 33.7–59.9 months) responded. Children’s home literacy environments were positively associated with children’s vocabulary size. Aspects of the home environment such as the parents engaging in teaching colors, and letters and talking about daily activities showed a positive association with vocabulary size. Print book reading was important, but the number of books the parents read did not seem to be associated with vocabulary size, rather whether the parent was engaging in dialogical reading and discussing the books, explaining the content, and relating the content to the life of the child mattered. Digital media (screen media and digital games) did not show a positive association with vocabulary, regardless of content or parents’ joint media engagement. Watching screen media showed a negative association with developing vocabulary. This association was, however, ameliorated when positive influences and activities in the home literacy environment were present.

Learning to Implement Dialogic Reading Through Video-Based Online Training: A Preliminary Study.

Dialogic reading (DR) is an evidence-based method for reading with young children that is associated with improvements in children's oral language skills. There is, however, a lack of consensus on (a) how to train educators to deliver the intervention and (b) methods for assessing implementation fidelity. We designed this study to provide preliminary data about the viability of online video modules as an initial training option within a future tiered training model. We employed a within-subject repeated-measures group design to evaluate educators' (N = 20) implementation of DR after viewing training videos. Educators filmed themselves reading three storybooks with a child "as they would typically" to establish pretest reading behaviors. After being given access to a series of DR training videos, the educators recorded themselves reading three storybooks with the child using DR strategies as a posttest measure. Educators improved their use of individual strategies included in the DR instructional sequence at posttest; however, most participants did not consistently follow the entire instructional sequence as designed. Only one educator delivered the complete DR instructional sequence in > 80% of opportunities at posttest. Modifications to video training modules and additional coaching support may be warranted for many educators to achieve the level of implementation fidelity needed to improve the child's oral language skills from the intervention. https://doi.org/10.23641/asha.25749387.

An interactive shared reading intervention designed for preverbal infants: A feasibility study exploring early language and cognitive development

Creating an environment suitable for language acquisition through shared reading significantly contributes to improving a child's language development and parent–child relationship. Reading in an interactive way, such as dialogic reading, is favorable. Nevertheless, dialogic reading is designed for children above the age of two and shared reading is recommended to start during the child's first year. The present study aimed to explore the feasibility of an interactive shared reading intervention, inspired by dialogic reading, where the reading techniques were designed to complement infants’ preverbal developmental level. The study further intended to explore its preliminary effect on infants’ cognitive and language development. Eleven parent–infant dyads participated, bi-monthly, in four in-depth intervention sessions where the shared reading techniques were modeled. Between sessions, parents and infants engaged in shared reading using these techniques. Post-intervention interviews served to reflect the feasibility of the intervention. Infant cognitive and language assessments were conducted pre- and post-intervention using BAYLEY-III and CSBS DP ITC. Favorable results regarding feasibility and infant language development were found, however, for cognitive development the results were non-significant. We discuss clinical considerations and the scope for conducting future studies.

Using dialogic reading and direct instruction of emotion words to increase emotion vocabulary knowledge in the preschool classroom

PurposeThis research addresses a need in early childhood education for evidence-based teaching strategies that build emotional self-regulation skills in young children. The intervention assessed in this study focused on increasing the emotion vocabulary of preschool-aged students.Design/methodology/approachThis mixed-methods, quasi-experimental study evaluated the impact a dialogic reading approach combined with direct instruction of emotion words during a shared book-reading activity had on students' emotion vocabulary knowledge. The study was conducted in a licensed daycare center in a suburb of Chicago, Illinois, with ten four- and five-year-old students. Pre- and post-session surveys assessed the intervention's impact on the students' receptive and expressive vocabulary knowledge, and observation notes captured the students' responses to the intervention activities.FindingsThe results showed significant increases with small to medium effect sizes between the students’ pre- and post-session survey scores for both receptive and expressive emotion vocabulary knowledge, a strong positive correlation between the level of student engagement during the intervention and their emotion vocabulary assessment scores, and the impact other variables had on the intervention’s effectiveness.Practical implicationsThis research provides information on a culturally adaptable and quickly learned teaching strategy that could be used to build emotional self-regulation skills in the early childhood classroom.Originality/valueThis research uniquely applies this intervention as a universal strategy with preschool-aged children.

Parental support strategies and motivation in aiding their children learn the English language

Learning a language starts within the comfort of a home. Parent involvement in English language teaching serves as a brilliant step towards promoting literacy and communication among children. English has been regarded as a global language which urges parents to guide their children to be inclined toward English. With that, the purpose of this study was to determine the parental support strategies and motivation of parents in teaching the English language. Specifically, this study was qualitative research that focused on collecting narratives and experiences from parents. Eight bilingual Filipino parents, constituted 4 housewives and 4 professionals, were interviewed in the study. The findings suggested that parents see English as an important language that can direct their children towards their career path. Parents were motivated by how the English language can shape the aspirations and enthusiasm of their children. Competency, applicability, reputation, and positivity were the major predictor of the motivation of parents in teaching the English language to their children. Bilingual parents in this study were aware of their role in the language development of their children. Nevertheless, dialogic reading, correction, and educational contents were some of the characteristics of strategies. This study established a missing component of the literature specifying the role of parental support and motivation in education and language teaching.

Entangled lives: a dialogic reading of the characters Heed and Christine in Toni Morrison’s Love

Entangled lives: a dialogic reading of the characters Heed and Christine in Toni Morrison’s <i>Love</i>

Analysis of a chatbot as a dialogic reading facilitator: its influence on learning interest and learner interactions

Analysis of a chatbot as a dialogic reading facilitator: its influence on learning interest and learner interactions

Opening up and closing down teachers’ political dialogues: Dialectic and dialogic strategic orientations

This paper employs Mikhail Bakhtin for a dialogic reading of dialectics, conceptualising how early childhood education (ECE) teachers’ political dialogues are opened up and closed down. Explorations of ‘political dialogue’, or how teachers respond to issues they deem of political concern, is pertinent for teaching’s inherently political nature. How such encounters are opened and closed has special significance for ECE teachers, who have expressed feeling professionally and politically silenced. Guided by a philosophical framing of the contradictions and jostling interplays between dialogism’s in-betweenness and dialectic’s one-ness, excerpts are analysed from a doctoral study involving 10 Victorian, Australian ECE teachers. This framing and analysis signal the potential ramifications of a dialectical closing down of ECE teachers’ political dialogues in addition to how dialogism’s in-betweenness fosters openness. Contemplating these language strategies, the paper highlights how a silencing divisiveness may transpire, prompting a need for genuine listening in the threshold in-between the self and other.