Added value of dialogic book reading for young children's vocabulary development

Malani, Melissa D.; Barina, Andrea; Kludjian, Kaitlyn; Perkowski, Julie; Nye, Chad; Schwartz, Jamie

doi:10.1080/17489539.2011.567891

Cited by 4 publications

(2 citation statements)

References 2 publications

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“…Evidence has accumulated that children benefit from shared book reading, both at home and in classroom contexts, and that certain features of the book-reading interactions facilitate the positive effects on children's first (for reviews, see Dowdall et al, 2019;Mol, Bus, De Jong, & Smeets, 2008) and second-language learning (Fitton, McIlraith, & Wood, 2018). Specifically, highly interactive book reading, in which children hear open-ended questions that invite them to reason, draw inferences and transcend the here-and-now, support children's language learning, in both short- (Wasik, Bond, & Hindman, 2006) and long term (Dickinson & Smith, 1994).…”

Section: Shared Reading and Language-learning Outcomesmentioning

confidence: 99%

Shared Book Reading in Preschool Supports Bilingual Children’s Second‐Language Learning: A Cluster‐Randomized Trial

et al. 2020

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This cluster-randomized controlled study examined dual language learners (DLLs) in Norway who received a book-based language intervention program. About 464 DLLs aged 3-5 years in 123 early childhood classrooms participated in the study. The children were acquiring Norwegian as their second language in preschool and spoke a variety of first languages at home. They received a researcher-developed intervention that was organized around loosely scripted, content-rich shared reading in school and at home. Receiving the intervention had significant impacts on the children's second-language skills (effect sizes of d = .25-.66). In addition to supporting second-language vocabulary and grammar, the program with its focus on perspective taking during shared reading resulted in impacts on children's ability to shift perspectives and understand others' emotional states. We thank Paul Leseman, Francisco Pons and Joshua Lawrence for their valuable input in the planning phase of the project. We would like to thank all the research assistants and students who participated in data collection. In particular, we pay our regards to Nataliya Honcharova, Eva Svihus Borgersen, Kerstin Schmitz, Mari Hustad Sandøy and Svitlana Kucherenko for support in data collection and administration. Oslo Public Library (Deichman) gave advice on the selection of children's books used in the project. We thank the advisory board of experienced preschool leaders and teachers who gave important input in the planning of the intervention. Finally, we would like to express our appreciation to all the teachers, parents, and children who participated; this project would not have been possible without their support and interest. The project was financed by the Norwegian Research Council (grant number 218280).

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Section: Shared Reading and Language-learning Outcomesmentioning

confidence: 99%

Shared Book Reading in Preschool Supports Bilingual Children’s Second‐Language Learning: A Cluster‐Randomized Trial

et al. 2020

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“…Significant relationship has been suggested between retrospectively reported home support for early literacy and performance on language tasks, even in adolescence [9]. However, studies of literacy experiences at home have often been carried out with retrospective questionnaires in which parents estimate the overall quantity of literacy experiences at home [3,10,11]. Analogously, increased use of media has been reported to induce putative harmful effects on young children's development in several studies among different cultures [12][13][14][15].…”

Section: Introductionmentioning

confidence: 99%

Type and Duration of Home Activities of Children with Specific Language Impairment: Case Control Study Based on Parents’ Reports

Hannus

Kauppila

Launonen

2016

Child Development Research

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Parents of children with specific language impairment (SLI) are advised to promote language development at home. However, it is not known if children with SLI differ from healthy controls in their daily activities. This study collected prospectively information about the home activities of the children with SLI and their matched controls by using parents’ daily reports. Participants were 20 matched pairs. The ages of children in matched pairs were from 6 to 8 years. During one week, parents filled in daily questionnaires of listed home activities. The observed time was between 5 pm and 9.30 pm each day and it was divided into 30-minute scoring periods. Parents of children with SLI reported more varying home activities and fewer activities of playing outdoors than parents of control children. Home activities with literacy or screen time did not show difference between the two groups, and neither did playing table top games. Parents of children with SLI did more overlapping choices when scoring home activities than parents of control children. Children with SLI seemed to spend somewhat less time with home activities that, in particular, may ask for language and social skills and collaboration with peers.

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A Content Analysis on Dialogic Reading

Yurtbakan¹

2020

Ana Dili Eğitimi Dergisi

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arasında etkileşimli okuma ile ilgili 64 makale, 49 tez çalışmasına ulaşılmış ve çalışmalar; "amaç, çalışma grubu, çalışma grubunun sayısı, etkinliğin kimlerle gerçekleştiği, etkinlik süresi, sonuç, uygulamaya yönelik öneriler ve gelecek çalışmalara yönelik öneriler" parametrelerine göre incelenmiştir. İncelemeler sonucunda; etkileşimli okuma etkinliğinin, öğrencilerin bilişsel alanlarına özellikle de dil gelişimlerine etkisini incelemek amacıyla yapıldığı görülmüştür. En çok okul öncesi dönem öğrencileri ile gerçekleştirilen etkinliğin çalışma grubu büyüklüğünün 1-19 öğrenci arasında değiştiği ve etkileşimli okuma etkinliklerin öğretmen ve öğrenci arasında, çoğunlukla 5-8 haftalık sürede sonuçlandığına ulaşılmıştır. Çoğunlukla nicel araştırma yaklaşımının deneysel desenleri kullanılan çalışmalarda, en çok öğrencilerin söz varlığının geliştiği sonucuna ulaşılmıştır ve etkileşimli okuma etkinliğine öneri olarak daha büyük örneklem grupları üzerinde yapılması gerektiği, gelecek çalışmalara yönelik öneri olarak ise; öğrencilerin bilişsel alanlarına, en çok da dil gelişimi üzerinde çalışmalar yapılması gerektiği belirtilmiştir.

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Added value of dialogic book reading for young children's vocabulary development

Cited by 4 publications

References 2 publications

Shared Book Reading in Preschool Supports Bilingual Children’s Second‐Language Learning: A Cluster‐Randomized Trial

Shared Book Reading in Preschool Supports Bilingual Children’s Second‐Language Learning: A Cluster‐Randomized Trial

Type and Duration of Home Activities of Children with Specific Language Impairment: Case Control Study Based on Parents’ Reports

A Content Analysis on Dialogic Reading

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