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To promote children’s language development through designs that consider familial contexts, the authors explored the effectiveness of a dialogic reading intervention customized for older siblings in immigrant Latino families. The dialogic reading intervention, developed with components of training, modeling, and coaching, systematically supported older siblings’ dialogic reading use while reading with their younger siblings. Using the CROWD mnemonic, older siblings were taught to use a range of dialogic reading prompts, thereby nurturing diverse forms of engagement during shared interactive book reading (SIBR) sessions. Moreover, older siblings were taught the PEER mnemonic to enhance their ability to respond to their younger siblings’ input in manners conducive to promoting the latter’s language development. Effects of the intervention program on three older siblings’ (1) prompting and (2) responsiveness during SIBR were assessed using a multiple-baseline across participants design. Results indicate that two out of three older siblings increased prompt frequency and demonstrated improved responsiveness after receiving coaching and modeling support. Challenges faced by one older sibling are discussed, potentially attributed to individual language and literacy difficulties. Results tentatively indicate that older siblings have the capacity to acquire and apply dialogic reading skills if given appropriate instruction and support. These results illuminate opportunities to enhance SIBR techniques among siblings, underscoring the significant role older siblings in immigrant Latino families can play in providing enriched language input during SIBR.

This study examines how parent–child interactions evolve following dialogic reading (DR) instruction for parents and parents’ perspectives on DR. Chinese-Canadian parents (N = 29) and their three- to six-year-old child participated. Data was gathered via a questionnaire, observations of parent–child dyads while reading a Chinese and a societal language book, reading logs, and focus groups. A mixed model showed that dyads engaged in significantly more dialogic talk following the DR instruction than at pretest, irrespective of the book’s language. Via the reading logs and focus groups, parents reported positive experiences with DR and a willingness to continue using it, but expressed concerns regarding their knowledge or skills, the divergence of DR from home practices, practical constraints, and child resistance. The findings indicate DR’s potential to enrich parent–child interactions but also highlight challenges in sustaining DR that can inform practice with families raising their child with more than one language.

Dialogic Reading Method in Improving The Understanding of Emotion on Children 4-6 Years Old. Objectives : The purpose of this study was to examine how effectively the dialogic reading approach helped children aged 4 to 6 understand emotions. Methods: A sample of 25 participants was used in a pretest-posttest design. Pons and Harris (2004) evaluated emotional comprehension using the Test of Emotional Comprehension (TEC). Children's pretest, posttest, and one-week follow-up posttest findings were included in the research data. The data was analyzed using the Wilcoxon signed-rank test. Findings: after the dialogic reading intervention, there was a significant improvement in emotional understanding scores. Compared to the pretest, the average posttest score (5.68) was higher. Additionally, the average score on the posttest after a week was 6.52. This study revealed a variety of remarkable conclusions about the dialogic reading intervention. Certain aspects of the CROWD reading strategies Complete questions, Repeat questions, Open-ended questions, WH questions, Distancing questions, and unique prompts showed greater levels of interest than others. For example, WH and open-ended questions were very engaging and encouraged children to elaborate on their experiences and provide answers. Children also gave thoughtful answers that differed from the set responses. These answers point to a more nuanced comprehension of emotions and raise the possibility that the TEC is not fully capable of handling a range of responses. Social connections and interpersonal processes shape the children's experiences and statements. Conclusion: The dialogic reading intervention is effective in enhancing emotional understanding in 4- to 6-year-old children. The findings of this study can serve as a valuable reference for educators and parents in developing intervention programs to support children's emotional development. Keywords: dialogic reading, emotion comprehension, emotion understanding, early childhood. DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024145

Dialogic reading (DR) is an evidence-based method for reading with young children that is associated with improvements in children's oral language skills. There is, however, a lack of consensus on (a) how to train educators to deliver the intervention and (b) methods for assessing implementation fidelity. We designed this study to provide preliminary data about the viability of online video modules as an initial training option within a future tiered training model. We employed a within-subject repeated-measures group design to evaluate educators' (N = 20) implementation of DR after viewing training videos. Educators filmed themselves reading three storybooks with a child "as they would typically" to establish pretest reading behaviors. After being given access to a series of DR training videos, the educators recorded themselves reading three storybooks with the child using DR strategies as a posttest measure. Educators improved their use of individual strategies included in the DR instructional sequence at posttest; however, most participants did not consistently follow the entire instructional sequence as designed. Only one educator delivered the complete DR instructional sequence in > 80% of opportunities at posttest. Modifications to video training modules and additional coaching support may be warranted for many educators to achieve the level of implementation fidelity needed to improve the child's oral language skills from the intervention. https://doi.org/10.23641/asha.25749387.

This study investigates the effects of parent-child shared book reading and metalinguistic training on the language and literacy skills of 148 kindergartners in Hong Kong. Children were pretested on Chinese character recognition, vocabulary, morphological awareness, and reading interest and then assigned randomly to 1 of 4 conditions: the dialogic reading with morphology training (DR + MT), dialogic reading (DR), typical reading, or control condition. After a 12-week intervention period, the DR intervention yielded greater gains in vocabulary, and the DR + MT intervention yielded greater improvement in character recognition and morphological awareness. Both interventions enhanced children's reading interest. Results confirm that different home literacy approaches influence children's oral and written language skills differently: Shared book reading promotes language development, whereas parents' explicit metalinguistic training within a shared book reading context better prepares children for learning to read.

This study investigated the effects of dialogic parent–child reading in English on 51 Hong Kong kindergarteners learning English as a second language. Children were pre-tested on nonverbal IQ, reading interest and receptive vocabulary, word reading and phonological awareness in both Chinese and English. They were then assigned randomly to one of three conditions involving different levels of parent–child interactions: dialogic reading (DR), typical reading (TR) or control. Though inter-group comparisons showed nonsignificant interaction effects across time among the three groups, intra-group gains across the 12-week intervention suggested that parent–child reading could enhance English word reading skills, while dialogic reading could promote phonological awareness in both Chinese and English. These results highlight the potential benefits of English parent–child reading and dialogic reading on children learning English as a second language, and the possibility of linguistic transfer from parent–child reading in English as a second language to Chinese as a first language.

The authors used an alternating treatment, single-case design to determine the effect of dialogic reading, modeling, and dialogic reading plus modeling on the expressive vocabulary identification of 2 preschool children identified with autism spectrum disorder. Their preschool teacher implemented each of the conditions within the daily routines of the classroom. Each condition demonstrated effectiveness; however, the dialogic reading condition had the most robust effect on both of the children's labeling of target vocabulary words.

Fostering Intercultural Communication in Primary Education: Designing Two-Dimensional (2D) Dialogic Reading Materials for Online Classroom. Objectives: Within the ongoing process of globalization, intercultural communication has been identified as one of the key competences of the 21st century. In the context of Primary Education, intercultural communication can be defined as the “ability to communicate effectively and appropriately in intercultural situations based on one’s intercultural knowledge, skills, and attitudes” (Deardorff, 2006). Methods: The design of this research is Research and Development (R & D) by using 4D (Define, Design, Develop and Disseminate. There are two kinds of questionnaire that will be used in the Define step, they are: (1) needs analysis questionnaire, and (2) expert judgment questionnaire . Findings: The needs analysis questionnaire is distributed to the English teachers in Primary Education to identify the target needs and the learning needs of the students. The expert judgment questionnaire is used to evaluate the Dialogic Reading material. The data from the needs analysis questionnaire will be analyzed using frequency and percentage and the results are then will be used as the basis to design and develop the materials, while the data from the expert judgment questionnaire were analyzed using descriptive statistics. Conclusion: The integration of intercultural contents with dialogic reading with CROWD questions formula is good online material that can boost primary school students to learn English better. It is recommended that further researcher can create another topic of Dialogic Reading which is more up to date, interesting in its’ illustration or pictures and more advance in the digital technology, for example in the form of 3 or 4-dimensional animation. Keywords: intercultural communication, dialogic reading, english for young learners. DOI: http://dx.doi.org/10.23960/jpp.v14.i1.202425

Dialogic reading has been valued by number of researchers to accellerate young learners’ literacy skills. This study aims to explore the implementation of dialogic reading method with Islamic content to students at Islamic primary school. Six-meeting teaching practices followed with a survey research was employed in this study. Results reveal that majority of students perceived positively toward the use of dialogic reading book with Islamic content as it enhances their engagement, comprehension, and vocabulary retention. Furthermore, their engagement and enjoyment are sourced in the dialogue undertaken between the teachers and students as well as the interactive quizziz given after each topic discussion. This study has shed a light that dialogic reading integrated with contextualized reading materials offers practitical strategies in fostering young learenrs’ literacy skills.

Reading comprehension difficulties have been associated with poor vocabulary knowledge of children with autism spectrum disorder (ASD). Research has shown that Dialogic Reading (DR) interventions may remediate these deficits. The purpose of this study was to compare the effectiveness of two DR intervention protocols on the vocabulary knowledge of four preschoolers with ASD and four age-matched typically developing children. The first was RECALL (Reading to Engage Children with Autism in Language and Learning), which combines DR with evidence-based instructional support to enhance the learning of children with ASD. The second was Adapted Shared Reading (ASR), which consisted of DR question prompts and no additional support. Using a randomised ABAB phase-order within series design, eight participants were exposed to at least four RECALL and four ASR treatment phases. This design allows the comparison of two different conditions (A [ASR] and B [RECALL]). Despite both treatments being successful at teaching vocabulary to the eight participants, greater vocabulary gains were identified in the RECALL condition. Adaptations of shared reading and the use of RECALL in inclusive preschool scenarios are further discussed.

This study explored how Chinese parents implement dialogic reading strategies with digital English storybooks, with a focus on their interaction styles and language use patterns. Through parent-child reading recordings and semi-structured interviews with 20 Chinese parents of children aged 4-6 years, the result revealed that parents employed Language Skill-focused style and Interest-focused style. The Language Skill-focused style emphasized vocabulary acquisition, reading skills development, and narrative competence through structured instruction, immediate feedback, and comprehension questions. In contrast, those adopting the Interest-focused style prioritized maintaining children's enthusiasm through games, role-playing, and expressive reading techniques, believing that sustained interest would naturally lead to language acquisition. The study also identified three language use patterns: English-dominant, where parents consistently used English throughout the reading process; Chinese-dominant, where parents primarily used their first language while introducing English vocabulary; and English-Chinese bilingual mediation, where parents employed sophisticated translanguaging strategies to scaffold understanding. The research provides insights for designing parent training programs to enhance both interaction quality and language use and offers guidance for dialogic reading implementation in EFL context.

Inspired by perspectives from actor-network theory, this paper challenges key assumptions in evidence-based pedagogies. Through a multi-sited analysis of the evidence-based pedagogy ‘Dialogic Reading’ (DR) in the area of early childhood education and care in Denmark, the paper explores how DR is enacted as part of an assemblage of tests, research in the field of audiologopedics, classifications of reading disabilities, day care centres and the book as a ‘nice experience’. It also explores how DR is organised in a local day care centre, hereby organising objects such as dolls, books, children and a mattress. As such, the paper shows how DR, as an evidence-based method, is established through concrete relations, rather than abstracted and universal principals. It argues that these relations stabilising DR are never enacted once and for all, but require continual work to be held together as a method that ‘works’.

G. J. Whitehurst et al. (1988) taught mothers specific interactive techniques to use when reading picture books with their preschool-age children. This intervention program, called dialogic reading, produced substantial effects on preschool children's language development. However, the costs of one-on-one training limit the widespread use of dialogic reading techniques. In this study the authors aimed to replicate and extend the results of the original study of dialogic reading by developing and evaluating an inexpensive videotape training package for teaching dialogic reading techniques. Mothers were randomly assigned to receive no training, traditional direct training, or videotape training

Background Dialogic reading (DR) is an interactive book reading method in which parents use scaffolded questions and responses by reading picture books to their children to foster their language ability development, enhance their reading interest and reduce their reading anxiety. However, little is known about the effects of parent–child reading and interaction in a dialect on children's language skills and language transfer across dialects. Methods This study investigated the effects of interactive parent–child reading in Hakka, a Chinese dialect, on Hakka and Mandarin language abilities in Chinese children. This study recruited 99 Chinese typically developing kindergarteners and their parents who had Hakka as their mother tongue and spoke Mandarin. They were randomly assigned to either the intervention or the control conditions. Parents in the intervention group were trained and supported to engage in dialogic reading with their children. All children were tested on receptive vocabulary, expressive vocabulary, character reading, listening comprehension and reading anxiety in Mandarin and Hakka before and after the intervention. Results After a 12‐week parent–child reading intervention, the children in the intervention group showed better Hakka and Mandarin language abilities than the control group, thereby suggesting language transfer of skills across dialects. Also, the intervention group had lower reading anxiety than the control group. Conclusions The results of this study have extended the positive effects of dialogic reading to reading in Hakka and support the bilingual interactive activation model by showing the language transfer from the vernacular language to the official language in Chinese. The findings highlight the importance of engaging children in literacy activities using their mother tongue in promoting the development of skills in different languages that they are learning.

The benefits of dialogic reading in its ability to support children's oral language development and emergent literacy skills have been replicated using multiple training modalities including in-vivo training (e.g., Whitehurst et al., 1988), video-based training (e.g., Whitehurst et al., 1994b) and video-based training with instructor feedback (e.g., Heubner & Meltzoff, 2005). The current study is the first to evaluate the effectiveness of pairing a structured performance feedback session with the Read Together Talk Together training video to teach parents to use dialogic reading strategies. Using a randomized, control group, repeated measures design with 40 caregiver-child dyads, this study sought to do the following: (1) investigate the potential benefits of pairing performance feedback and role play with video-based training in teaching parents to use dialogic reading strategies; (2) target dialogic reading training toward six specific DR prompts (e.g., evaluation, expansion, repetition, completion, recall and distancing prompts) that a previous study showed were not as amenable to change (e.g., Blom-Hoffman et al., 2006); and (3) evaluate caregiver acceptability of the training package. Results showed that pairing performance feedback with the video-based training as well as video-based training alone were effective training modalities compared to no training. This effect was demonstrated in both parents' overall ability to learn and use dialogic reading strategies as well as children's language use during shared book reading. Caregiver acceptability of the Read Together Talk Together video and the video paired with feedback were high.