Dialogic Reading to Promote the Underprivileged Pre-School Children's Expressive Language Ability

Abstract

Background: 
 Children from low socioeconomic backgrounds in Indonesia have been facing challenges in terms of their literacy and language development. One of the possible reasons is that they are not used to receiving meaningful early reading interventions such as shared reading during their pre-school attendance. This phenomenon has brought to light the urgency of having an early intervention, which can accommodate the very diverse linguistic and cultural context of Indonesia- a multilingual and multicultural country.
 Methodology: 
 This study employed an explanatory sequential mixed-method research design. The first phase was conducted in a quantitative one-group pre-experiment with pre-and post-test design. The second phase of this research was carried out in a qualitative case study through classroom observation and informal interviews with the teacher and the children.
 Findings: 
 The findings of MLU calculation showed that for the pre-test, the mean score was 2.35, the median was 2.20 and the standard deviation was 0.53. Meanwhile, for the post-test, the mean score was 3.72, the median was 3.18 and the standard deviation was 1.38. The qualitative phase explored two main aspects, namely the implementation of dialogic reading activity by the teacher and the teacher as well as children’s opinions regarding the dialogic reading activity.
 Conclusion: 
 This current study has offered an insight that dialogic reading activity could be well implemented by the teacher in a typical Indonesian pre-school setting. The dialogic reading activity was also found to contribute significantly to the development of children’s expressive language ability.
 Originality: 
 The findings of this study have indicated dialogic reading potentials in terms of promoting children’s language development and just as importantly, sparking children’s joy of reading since their early years of formal education. Therefore, it is suggested that early childhood educators and parents work hand in hand to incorporate dialogic reading activity into their daily literacy practices at schools as well as at home.

Neurobiological Evidence for the Benefit of Interactive Parent–Child Storytelling: Supporting Early Reading Exposure Policies

“…The gains during DR from an early age positively influence children's development globally; one study from South Africa showed benefits to child language and attention after a DR intervention between guardians and their 1-year-old (Vally et al, 2015). Lastly, a pilot DR intervention in Indonesia demonstrated improved expressive language ability and enjoyment of the activity of low-SES preschool children (Asrifan et al, 2022).…”

Dialogic Reading Strategy for Billingual Child with Language Difficulties

“…Previous research, particularly in Indonesia, has focused on the use of dialogic reading in classroom settings for preschool children with language difficulties (Aliyah & Nurnajahah, 2022;Asrifan et al, 2022;Permanik, 2016). On the other hand, children with language difficulties are often reluctant to speak due to fear and shyness (Rustan, 2019).…”

“…In this study, a dialogic reading program was used for research subject M. Dialogic reading was chosen as an intervention program to enhance children's oral language skills, especially for bilingual to improve their Indonesian language. Multiple studies have found the benefits of dialogic reading in the development of children's oral language skills, including in the use of Indonesian (Aliyah & Nurnajahah, 2022;Asrifan et al, 2022;Mustary, 2019). Dialogic reading also has been studied in various situations and across various populations (Towson et al, 2017).…”

Investigation of The Effect of Science Activities Applied with Non-Fiction Science Picture Books on The 21st Century Skills of 60-72 Month Old Children

“…Children's Picture books has become a part of every day in preschool period years. Reading children's picture books to children encourages their expressive language use (Andersson, 2015;Aram et al, 2013;Asrifan et al, 2022;Blom-Hoffman et al, 2006;Chow et al, 2008;Doyle & Bramwell, 2006;Ergül et al, 2016;Gonzalez et al, 2013;Grolig et al, 2020;Hargrave & Senechal, 2000;Huebner, 2000;Huebner & Meltzoff, 2005;Lever & Senechal, 2011;Mol et al, 2009;NELP, 2009;Ratminingsih et al, 2020;Reese et al, 2010;Senechal et al, 2008;Strasser & Seplocha, 2007;Şimşek & Işıkoğlu Erdoğan, 2015;Şimşek & Işıkoğlu Erdoğan, 2017;Tetik & Işıkoğlu Erdoğan, 2017;Tsybina & Eriks-Brophy, 2010;Wasik & Bond, 2001;What Works Clearinghouse [WWC], 2010; Whitehurst et al, 1988), phonological awareness skills and upper-level thinking skills. Also, involving children in these activities is of vital importance for the development of skills and tendencies necessary for reading and writing (Doyle & Bramwell, 2006;Hargrave & Senechal, 2000;Huebner, 2000;Huebner & Meltzoff, 2005;Strasser & Seplocha, 2007).…”