Accelerating language development through picture book reading: Replication and extension to a videotape training format.

Abstract

et al. (1988) taught mothers specific interactive techniques to use when reading picture books with their preschool-age children. This intervention program, called dialogic reading, produced substantial effects on preschool children's language development. However, the costs of one-on-one training limit the widespread use of dialogic reading techniques. In this study the authors aimed to replicate and extend the results of the original study of dialogic reading by developing and evaluating an inexpensive videotape training package for teaching dialogic reading techniques. Mothers were randomly assigned to receive no training, traditional direct training, or videotape training. Results supported the conclusions of Whitehurst et al.: Dialogic reading had powerful effects on children's language skills and indicated that videotape training provided a cost-effective, standardized means of implementing the program.Literacy development is a complex process that begins well before formal reading instruction (Teale & Sulzby, 1986). Preschool children acquire a wide range of knowledge and skills that correlate with later literacy development and academic success, including language, knowledge about print and its functions, phonemic awareness, and understanding about oral and written language and their distinctions (

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