Implementing Dialogic Reading with Culturally, Linguistically Diverse Preschool Children

Cohen, Lynn E.; Kramer-Vida, Louisa; Frye, Nancy

doi:10.1080/15240754.2011.639965

Cited by 7 publications

(6 citation statements)

References 14 publications

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“…An increase in the knowledge of all types of words was found, specifically concrete nouns and verbs were learned significantly better than abstract nouns and adjectives; synonyms and context information was learned well for all types of words, while functional information was better learned for concrete nouns. A qualitative study (Cohen, Kramer-Vida & Frye, 2012) verified the improvement of general vocabulary and knowledge of words in both English children, bilingual and Spanish children, finding that the language in which the text was read did not influence the students' outcome. However, the quantity of words learned was greater in monolingual English children.…”

Section: Reading Aloud and Lexiconmentioning

confidence: 91%

Reading Aloud and First Language Development: A Systematic Review

Batini

D'Autilia²,

Pera³

et al. 2020

JETS

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Reading aloud appears to be an important lever for improving language acquisition and development in early childhood, and later in life it strengthens many sub-dimensions of language. However, the availability of numerous variations on reading training, shaped by different methodologies and different lengths of exposure make it difficult to determine the best approaches to follow. The aim of this review is to identify the available literature contributions that examine the association between mediated reading training, first language development and the acquisition of new vocabulary, including other components that could be improved by these interventions, such as cognitive function, emergent literacy and adult-child verbal interactions. The purpose is to compare research highlighting their fundamental characteristics, tools, duration and methodologies used in order to point out the effects that the practice of reading aloud produces on the acquisition and the enhancement of language, particularly in the age of language development. The analysis of the 51 articles included aims to identify the most effective reading strategies in terms of practices, timing and methods, able to produce the most significant gains in the language area.

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Section: Reading Aloud and Lexiconmentioning

confidence: 91%

Reading Aloud and First Language Development: A Systematic Review

Batini

D'Autilia²,

Pera³

et al. 2020

JETS

View full text Add to dashboard Cite

show abstract

“…Regarding quantity, Patterson (2002) found that the frequency of shared storybook reading in Spanish was positively and significantly related to Spanish expressive vocabulary size in bilingual toddlers. Multiple exposures to storybooks are important for young children acquiring a second language (Espinosa, as cited in Cohen et al 2012;Collins 2010). Repeated exposure to new words promotes novel word learning, particularly when the new word occurs multiple times during shared storybook reading in children with English as their first language (Elley 1989).…”

Section: Shared Storybook Reading For Dlls; Quantity Quality and Efmentioning

confidence: 99%

Shared Storybook Reading in Head Start: Impact of Questioning Styles on the Vocabulary of Hispanic Dual Language Learners

Walsh

Sánchez

Burnham

2015

Early Childhood Educ J

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This study examined various ways of asking questions about target vocabulary words during shared storybook reading with young Hispanic dual language learners enrolled in Head Start. The study examined the demand level and placement of adults' questions during shared storybook reading. The research design incorporated five conditions; namely, adults' (a) low demand and interrupting questions, (b) high demand and interrupting questions, (c) low demand and non-interrupting questions, (d) high demand and non-interrupting questions, and (e) a control. Participants were 57 children with Spanish as the primary language spoken to children in the home with most of their parents identifying as having been born in a Latin American country. The present study suggests that demand level rather than interrupting status accounts for more differences in children's novel vocabulary expressive scores, with children in the high demand group scoring higher than those in the low demand group.

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“…In relation to this research, dialogic reading can be one of the effective strategies that support the improvement of school readiness, especially for bilingual children who have language difficulties. Moreover, this intervention program is also quite easy to implement because it can be carried out by the child's companion, either the teacher at school or the parents and caregivers at home, including being able to be carried out in various socio-economic conditions of the family, and the language of instruction of the family (Cohen et al, 2012;Farver et al, 2009;Huennekens & Xu, 2016;Knauer et al, 2020). The dialogic reading intervention program is also fun for children because they are involved in the reading process (Cohen et al, 2012).…”

Section: Figure 1 Words Spoken Each Sessionmentioning

confidence: 99%

“…Moreover, this intervention program is also quite easy to implement because it can be carried out by the child's companion, either the teacher at school or the parents and caregivers at home, including being able to be carried out in various socio-economic conditions of the family, and the language of instruction of the family (Cohen et al, 2012;Farver et al, 2009;Huennekens & Xu, 2016;Knauer et al, 2020). The dialogic reading intervention program is also fun for children because they are involved in the reading process (Cohen et al, 2012). Therefore, dialogic reading intervention programs are suitable to be given to early childhood, especially to improve language skills and prepare children to be more prepared for school.…”

Section: Figure 1 Words Spoken Each Sessionmentioning

confidence: 99%

Dialogic Reading Strategy for Billingual Child with Language Difficulties

Novara,

Widyasari

2023

J. Obs. J. Pendidik. Anak Usia Dini

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Development of language skills is an important factor in determining children's school readiness. However, problems in language development and communication in early childhood are common. Difficulties in children's language development can have impacts on social engagements, familial dynamics, and scholastic accomplishments. This study aims to assess the efficacy of dialogic reading intervention programs to enhance oral language skills in bilingual children with language difficulties. This study used a quasi-experimental research method, focused on a single participant, utilizing observation for data collection. Quantitative descriptive analysis was employed for data interpretation. The outcomes of this study found that the dialogic reading intervention program was effective in improving children's oral language skills as seen from the number of word responses on pretest and posttest. These findings can provide valuable insights for parents and educators in developing strategies to foster children's oral language skills

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Implementing Dialogic Reading with Culturally, Linguistically Diverse Preschool Children

Cited by 7 publications

References 14 publications

Reading Aloud and First Language Development: A Systematic Review

Reading Aloud and First Language Development: A Systematic Review

Shared Storybook Reading in Head Start: Impact of Questioning Styles on the Vocabulary of Hispanic Dual Language Learners

Dialogic Reading Strategy for Billingual Child with Language Difficulties

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