Using Dialogic Reading as Professional Development to Improve Students’ English and Spanish Vocabulary

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

doi:10.1080/15240754.2011.636490

Cited by 14 publications

(5 citation statements)

References 39 publications

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“…In this review, most studies were based in the United States (27), followed by Hong Kong (5), Canada (3), Australia (2), Turkey (2), the United Kingdom (2), Egypt (1), Bangladesh (1), Brazil (1), Mexico (1) and South Africa (1). DR was found to be effective when delivered in English and when adapted to other languages, for example, Arabic (Elmonayer, 2013), Bangla (Opel et al, 2009), Chinese (Chow et al, 2008(Chow et al, , 2010Chow & McBride-Chang, 2003) and Spanish (Cohen et al, 2012;Huennekens & Xu, 2016;Jimenez et al, 2006;Towsen & Gallagher, 2014).…”

Section: Country Of Origin and Settingmentioning

confidence: 99%

The story so far: A systematic review of the dialogic reading literature

Pillinger¹,

Vardy

2022

Journal Research in Reading

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Background Dialogic reading (DR; Whitehurst et al., 1988) is an evidence‐based intervention that promotes children's active participation in shared reading (Towson, 2016; Urbani, 2020; WWC, 2007, 2010). Since the development of DR, there has been a proliferation of studies evaluating the conditions and populations with which it is effective. However, to date, there has not been a systematic review of the literature focusing specifically on the impact of DR on the literacy and non‐literacy skills of children under 10 years old. As DR research evolves, it is important that a review of the existing literature is undertaken to capture these advances and guide future research. Methods Following the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses protocol, the aim of this review is to systematically explore, synthesise and critically evaluate the extant literature. A systematic search of electronic databases identified 46 relevant studies, and the overall methodological quality of the studies was assessed using the MMAT. Results Findings are organised according to sample and population, country of origin and setting, programme duration, language and literacy outcomes, social‐emotional and other cognitive outcomes, impact and effect sizes to provide overview and insight into where and with whom DR is most effective. Conclusions The review findings suggest DR can positively impact a wide range of language and literacy skills for children under 5 years. There is some evidence that DR can have positive effects on enjoyment of reading, reading motivation, parental–child attachment, parental confidence and stress. However, the extant research is subject to limitations, and more methodologically robust research is needed to enable thorough assessment of the conditions in which DR is most effective.

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Section: Country Of Origin and Settingmentioning

confidence: 99%

The story so far: A systematic review of the dialogic reading literature

Pillinger¹,

Vardy

2022

Journal Research in Reading

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“…This identification process resulted in saving 223 potential articles. The authors then thoroughly read each saved study to examine their adherence to the six inclusion criteria, excluding 120 studies with samples not within grade range (e.g., Vaughn et al., 2009 who investigated 7th graders), 33 studies where EBs comprised less than half of study participants (e.g., Cohen et al., 2012), 21 studies where disaggregated data was not available for EBs (e.g., Lesaux et al., 2010), 13 studies on students with language delays (e.g., Tsybina & Eriks‐Brophy, 2009), and 7 studies with participants in treatment and comparison groups that were incomparable (e.g., Silverman, 2007, who compared bilinguals and monolinguals). The remaining 29 studies met the inclusion criteria and were included in the best evidence synthesis (see Authors, in press, for figure outlining the study identification and screening process).…”

Section: Methodsmentioning

confidence: 99%

Effective vocabulary interventions for young emergent bilinguals: A best‐evidence synthesis

Bengochea,

Sembiante

2024

Review of Education

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This best‐evidence synthesis appraises the design and outcome characteristics of vocabulary intervention studies conducted with preschool through 6th grade emergent bilingual (EB) children and spotlights rigorously designed studies for which effects could be better attributed to instructional features. Twenty‐nine selected studies were analysed for the design characteristics of attrition, random assignment, and baseline equivalence as well as the outcome characteristics of reliability and outcome alignment. Following suggestions from the What Works Clearinghouse (2020) guidelines, levels of evidence for effectiveness were determined for each treatment‐comparison group contrast. Studies meeting effectiveness standards were further analysed to determine intervention impacts (i.e., effect size) on EBs' English word learning. Analyses revealed that 17 studies (59% of the sample) were experimental and employed random assignment whereas baseline equivalence was established for most of the 12 quasi‐experimental studies (41% of the sample). Attrition did not plague the majority of vocabulary intervention studies. The outcome measures of all but one study showed satisfactory reliability indices, 85% of which showed alignment across treatment and comparison groups. Thirty‐six measures (65% of measures) across 21 reviewed studies (72% of studies) met acceptable levels of evidence of effectiveness. Most studies employed standardised vocabulary measures to assess EBs' growth in breadth rather than depth of vocabulary knowledge. The significance of outcome measures with large, medium and small posttest effect sizes are discussed relative to their oral/written, receptive/expressive, definitional/contextual and depth/breadth vocabulary characteristics. Implications address significant knowledge gaps regarding EBs' English vocabulary intervention and highlight issues and recommendations.

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“…The authors identified and saved a total of 223 articles through this process. Authors then examined each article for adherence to the inclusion criteria, removing 120 studies with samples from those older than sixth grade (e.g., Vaughn et al [2009], who investigated seventh graders), 33 studies where EBs comprised less than half of study participants (e.g., Cohen et al [2012]), 21 studies where EBs' outcomes were not disaggregated (e.g., Lesaux et al, 2010), 13 studies featuring students with language delays (e.g., Tsybina & Eriks‐Brophy, 2010), and seven studies where treatment and comparison groups could/should not be compared (e.g., Silverman [2007], who compared bilinguals and monolinguals). This left 29 studies that met the inclusion criteria and were considered in this review (see Figure 1 for a summary of the study identification and screening process).…”

Section: Methodsmentioning

confidence: 99%

A review of the methodological characteristics of vocabulary interventions for emergent bilinguals in preschool to sixth grade

Bengochea

Sembiante

2023

Review of Education

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Vocabulary is foundational for reading and strongly linked to emergent bilingual (EB) students' academic achievement. Given the few syntheses on vocabulary interventions that are focused on emergent bilinguals, this literature review appraises the existing research and thoroughly accounts for methodological characteristics across studies relating to sample, treatment, and outcomes. We further investigate vocabulary teaching approaches that elicit positive vocabulary outcomes for preschool through to sixth grade EBs. Relevant intervention studies were identified and analysed for the study's sample, measure, and treatment characteristics as well as significant intervention outcomes. Analyses reveal that for sample characteristics there was a large amount of non‐reported information and a predominance of homogeneous, Spanish‐speaking, low second language proficiency sampling. For measurement characteristics, studies emphasised decontextualised and breadth of vocabulary knowledge as well as receptive vocabulary knowledge through oral responses. Patterns in treatment characteristics showed a prominence of unaligned treatment conditions, few investigations of home language support on EBs' vocabulary outcomes, and effectiveness of balanced approaches. Future research should build on effective balanced approaches and explore closer aligned comparison conditions with greater use of EBs' home languages. Practitioners should provide holistic vocabulary instruction for EBs that incorporates home language support, multimedia support during reading, and independent reading, all of which should provide extended and repeated vocabulary exposure.

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Using Dialogic Reading as Professional Development to Improve Students’ English and Spanish Vocabulary

Cited by 14 publications

References 39 publications

The story so far: A systematic review of the dialogic reading literature

The story so far: A systematic review of the dialogic reading literature

Effective vocabulary interventions for young emergent bilinguals: A best‐evidence synthesis

A review of the methodological characteristics of vocabulary interventions for emergent bilinguals in preschool to sixth grade

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