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ERIC Number: ED497620
Record Type: Non-Journal
Publication Date: 2007-Feb-8
Pages: 33
Abstractor: ERIC
Reference Count: 5
Dialogic Reading. What Works Clearinghouse Intervention Report. Revised
What Works Clearinghouse
"Dialogic Reading" is an interactive shared picture book reading practice designed to enhance young children's language and literacy skills. During the shared reading practice, the adult and the child switch roles so that the child learns to become the storyteller with the assistance of the adult who functions as an active listener and questioner. Two related practices are reviewed in the What Works Clearinghouse (WWC) intervention reports on "Interactive Shared Book Reading and Shared Book Reading." Four studies of "Dialogic Reading" met the WWC evidence standards and one study met the WWC evidence standards with reservations. Together these five studies included over 300 preschool children and examined intervention effects on children's oral language and phonological processing. The majority of the children studied were from economically disadvantaged families. This report focuses on immediate posttest findings to determine the effectiveness of the intervention; however, follow-up findings provided by the study authors are included in the technical appendices. "Dialogic Reading" was found to have positive effects on oral language and no discernible effects on phonological processing. (Contains 13 footnotes.) [This publication was produced by the What Works Clearinghouse. The following five studies are reviewed in this intervention report: (1) Lonigan, C. J., Anthony, J. L., Bloomfield, B. G., Dyer, S. M., and Samwel, C. S. (1999). "Effects of two shared-reading interventions on emergent literacy skills of at-risk preschoolers." Journal of Early Intervention, 22 (4), 306-322; (2) Lonigan, C. J., and Whitehurst, G. J. (1998). "Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds." Early Childhood Research Quarterly, 13 (2), 263-290; (3) Wasik, B. A., and Bond, M. A. (2001). "Beyond the pages of a book: Interactive book reading and language development in pre-school classrooms." Journal of Educational Psychology, 93 (2), 243-250; (4) Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., and Fischel, J. E. (1994). "A picture book reading intervention in day care and home for children from low-income families." Developmental Psychology, 30 (5), 679-689; and (5) Whitehurst, G. J., Epstein, J. N., Angell, A. L., Payne, A. C., Crone, D. A., and Fischel, J. E. (1994). "Outcomes of an emergent literacy intervention in Head Start." Journal of Educational Psychology, 86 (4), 542-555.]
What Works Clearinghouse. 2277 Research Boulevard, MS 5M, Rockville, MD 20850. Tel: 866-992-9799; Fax: 301-519-6760; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: N/A
IES Funded: Yes