Dialogic Reading: Language and Preliteracy Outcomes for Young Children With Disabilities
Dialogic reading is an evidence-based practice for preschool children who are typically developing or at-risk; yet there is limited research to evaluate if it has similar positive effects on the language and preliteracy skills of children with disabilities. This quasi-experimental study examined the...
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| Veröffentlicht in: | Journal of early intervention 2016-12, Vol.38 (4), p.230-246 |
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| container_title | Journal of early intervention |
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| creator | Towson, Jacqueline A. Gallagher, Peggy A. Bingham, Gary E. |
| description | Dialogic reading is an evidence-based practice for preschool children who are typically developing or at-risk; yet there is limited research to evaluate if it has similar positive effects on the language and preliteracy skills of children with disabilities. This quasi-experimental study examined the effects of dialogic reading, with the incorporation of pause time, on the language and preliteracy skills of 42 preschool children with disabilities. Following random assignment of students at the classroom level, participants were equally distributed into an intervention (n = 21) and a comparison group (n = 21). Children received either dialogic reading or typical storybook reading for 10 to 15 min per day, 3 days per week, for 6 weeks. Children in the intervention group scored significantly higher on receptive and expressive near-transfer vocabulary assessments. This occurred both for words that were specifically targeted during dialogic reading, and for additional vocabulary words in the storybook. |
| doi_str_mv | 10.1177/1053815116668643 |
| format | Article |
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This quasi-experimental study examined the effects of dialogic reading, with the incorporation of pause time, on the language and preliteracy skills of 42 preschool children with disabilities. Following random assignment of students at the classroom level, participants were equally distributed into an intervention (n = 21) and a comparison group (n = 21). Children received either dialogic reading or typical storybook reading for 10 to 15 min per day, 3 days per week, for 6 weeks. Children in the intervention group scored significantly higher on receptive and expressive near-transfer vocabulary assessments. 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This quasi-experimental study examined the effects of dialogic reading, with the incorporation of pause time, on the language and preliteracy skills of 42 preschool children with disabilities. Following random assignment of students at the classroom level, participants were equally distributed into an intervention (n = 21) and a comparison group (n = 21). Children received either dialogic reading or typical storybook reading for 10 to 15 min per day, 3 days per week, for 6 weeks. Children in the intervention group scored significantly higher on receptive and expressive near-transfer vocabulary assessments. This occurred both for words that were specifically targeted during dialogic reading, and for additional vocabulary words in the storybook.</description><subject>Achievement Gains</subject><subject>At Risk Students</subject><subject>Child Health</subject><subject>Children & youth</subject><subject>Children with disabilities</subject><subject>Childrens picture books</subject><subject>Communication</subject><subject>Disabilities</subject><subject>Evidence Based Practice</subject><subject>Expressive One Word Picture Vocabulary Test</subject><subject>Fidelity</subject><subject>Individualized Education Programs</subject><subject>Individualized Instruction</subject><subject>Intelligence Tests</subject><subject>Intervention</subject><subject>Interviews</subject><subject>Job Skills</subject><subject>Language Skills</subject><subject>Literacy</subject><subject>Peabody Picture Vocabulary Test</subject><subject>Prereading Experience</subject><subject>Preschool Children</subject><subject>Preschool 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| subjects | Achievement Gains At Risk Students Child Health Children & youth Children with disabilities Childrens picture books Communication Disabilities Evidence Based Practice Expressive One Word Picture Vocabulary Test Fidelity Individualized Education Programs Individualized Instruction Intelligence Tests Intervention Interviews Job Skills Language Skills Literacy Peabody Picture Vocabulary Test Prereading Experience Preschool Children Preschool education Pretests Posttests Quasiexperimental Design Reading Speech Language Pathology Statistical Analysis Studies Suburban Schools Verbal Ability Vocabulary Vocabulary Skills Young Children |
| title | Dialogic Reading: Language and Preliteracy Outcomes for Young Children With Disabilities |
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