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ERIC Number: ED509373
Record Type: Non-Journal
Publication Date: 2010-Apr
Pages: 16
Abstractor: ERIC
Reference Count: 59
ISBN: N/A
ISSN: N/A
Dialogic Reading. What Works Clearinghouse Intervention Report
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 studies of dialogic reading that fall within the scope of the Early Childhood Education Interventions for Children with Disabilities review protocol meet What Works Clearinghouse (WWC) evidence standards. The two studies included 52 students with language delays, from ages three to six, participating in early childhood programs in the Pacific Northwest. Both studies examined intervention effects on children's communication and language competencies. Based on these two studies, the WWC considers the extent of evidence for dialogic reading to be small for communication and language competencies for children with disabilities. No studies that meet WWC evidence standards with or without reservations examined the effectiveness of dialogic reading for children with disabilities in the domains of cognitive development, literacy, math competencies, social-emotional development and behavior, functional abilities, or physical well-being. Dialogic reading was found to have potentially positive effects on communication and language competencies for children with disabilities. Appended are: (1) Study characteristics: Crain-Thoreson & Dale, 1999 (randomized controlled trial); (2) Study characteristics: Dale, Crain-Thoreson, Notari-Syverson, & Cole, 1996 (randomized controlled trial); (3) Outcome measures for the communication and language competencies domain; (4) Summary of study findings included in the rating for the communication and language competencies domain; (5) Dialogic reading rating for the communication and language competencies domain; and (6) Extent of evidence by domain. (Contains 10 footnotes.) [The following two studies are reviewed in this intervention report: Crain-Thoreson, C., & Dale, P. S. (1999). Enhancing linguistic performance: Parents and teachers as book reading partners for children with language delays. "Topics in Early Childhood Special Education," 19(1), 28-39; and Dale, P. S., Crain-Thoreson, C., Notari-Syverson, A., & Cole, K. (1996). Parent-child book reading as an intervention technique for young children with language delays. "Topics in Early Childhood Special Education," 16(2), 213-235.]
What Works Clearinghouse. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 866-503-6114; e-mail: info@whatworks.ed.gov; Web site: http://ies.ed.gov/ncee/wwc
Publication Type: Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: What Works Clearinghouse (ED)
IES Funded: Yes