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ERIC Number: EJ818243
Record Type: Journal
Publication Date: 2008-Dec
Pages: 16
Abstractor: As Provided
Reference Count: 33
ISSN: ISSN-0033-3085
Impact of Videotaped Instruction in Dialogic Reading Strategies: An Investigation of Caregiver Implementation Integrity
Briesch, Amy M.; Chafouleas, Sandra M.; Lebel, Teresa J.; Blom-Hoffman, Jessica A.
Psychology in the Schools, v45 n10 p978-993 Dec 2008
Research during the past 15 years has repeatedly demonstrated the beneficial effects of dialogic reading (DR), a form of shared storybook reading, on the development of language in preschool children. Although much is known about the effects of DR on children, little attention has been paid to the role that adult caregivers play in the DR experience. Specifically, we do not yet have an understanding of the frequency and consistency with which caregivers use DR strategies in daily practice, prior to and following training. In the current study, the integrity with which six caregivers used DR strategies with their preschool-aged children subsequent to viewing a commercially available training videotape was investigated. Results indicate that caregivers can learn to use several DR strategies through videotaped training; however, supplemental training may be necessary to teach caregivers certain strategies if they are to use them with integrity. (Contains 2 tables and 1 figure.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A