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This critical review examines the effects of dialogic book reading among preschoolers ranging from average to at risk of being language impaired. A number of agents including parents and teachers worked with preschoolers throughout the various studies. Study designs include: mixed (between and within) experimental designs and a meta-analysis. Overall, the results provide both compelling and suggestive evidence that dialogic book reading improves expressive and receptive language skills in preschoolers, with more positive effects demonstrated by measures of expressive language. Differences in effectiveness were found for various environments, specific types of agents, and preschoolers with specific characteristics.

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