Search

This article explores the unique contributions of 2nd-grade emergent bilingual (EB) students' talk-turns vs. those of their teacher on students' expressions of comprehension during interactive read-aloud discussions in a pull-out classroom. They engaged in eight video-recorded, interactive read-aloud discussions across four books. This mixed methods study used emergent coding and constant comparative analysis to identify codes that reflected each talk-turn in the discussion. Then, statistical discourse analysis determined how previous talk-turns (3,419 in all) impacted subsequent talk-turns in which students expressed comprehension (i.e. providing information, a connection/comparison/contrast, inference, or opinion). Findings show that EB students more often engaged in several talk-turns that predicted students' subsequent expressions of comprehension as compared to their teacher. Likewise, the teacher also engaged more often in certain talk-turns that predicted students' subsequent expressions of comprehension as compared to students. Further, teachers sometimes engaged in talk-turns that reduced students' likelihood of expressing comprehension. Thus, teachers should explicitly create space for student-initiated participation during interactive read-alouds. [ABSTRACT FROM AUTHOR]

As an initial step of a larger grant-funded project, this pilot study examined how providing preschool teachers in low socio-economic urban areas with a traditional professional development workshop and subsequent coaching on dialogic reading (DR) strategies affected their storybook reading. Effects on children's receptive and expressive language skills were measured by near-transfer vocabulary and number of conversational turns and vocalizations. A single group pretest–posttest design was used in which four teachers received two face-to-face trainings followed by three weeks of coaching in DR strategies. We used descriptive statistics to understand the impact on teachers' use of DR strategies and ten children's language skills. Results indicated that teachers' use of the DR strategies was variable, with three teachers' use of the specific DR prompts increasing across the two intervention periods. Teachers increased average use of evaluation, expansions, and repetitions from pretest to the first intervention period. Patterns of strategy use during coaching and posttest were variable. Average number of vocalizations and conversation turns taken increased across classrooms. Children demonstrated an increase in knowledge of near-transfer receptive and expressive vocabulary. Teachers rated the intervention as acceptable and indicated probable use following study closure. Overall, implementation and adoption of new strategies such as DR may require professional development models beyond traditional training and weekly coaching. However, children's language skills were positively impacted by limited and inconsistent implementation of the DR strategies. Clinical implications and areas for future research are discussed. [ABSTRACT FROM AUTHOR]

Research supports the use of engaging young students in shared reading opportunities beyond the school setting to scaffold children's social emotional and academic development. This article describes an exploratory mixed-methods case study examining the application of the Storybooks and Social Hooks (SASH) curriculum, which uses dialogic reading strategies and extension/role-play activities to develop SEL among early elementary students in an after-school setting in the USA. Mixed reality (MR) simulation was also used in curriculum delivery to provide participants with additional and more authentic practice of SEL skills. A pre-post mixed-methods longitudinal case study design was employed to explore preliminary outcomes of SASH program delivery with MR simulation on social-emotional development. Direct behavior rating (DBR) was collected across all sessions and phases of study implementation. In addition, interviews with students and caretakers were conducted to explore perceived benefits of the intervention and service outcomes. Findings suggest that dialogic reading with extension/role-play activities is a helpful strategy to develop SEL, and the added use of MR simulation may further aid with scaffolding SEL development in young students. Implications for educational research and practice that involves combining dialogic reading with MR simulation among elementary-aged children to promote SEL are discussed. [ABSTRACT FROM AUTHOR]

Çalışmada, okul öncesi öğretmenlerinin etkileşimli okuma uygulamasında sordukları soruları, etkileşimli okuma uygulamasının "CROWD" tekniğine göre sınıflandırmak amaçlanmıştır. Bu amaçla çalışmada, temel yorumlayıcı nitel araştırma deseninden faydalanılmıştır. Çalışmaya Yozgat ilinde çalışmakta olan 18 okul öncesi öğretmeni uygun durum örneklemesi ile dâhil edilmiştir. Okul öncesi öğretmenlerinin etkileşimli okuma esnasında ürettikleri sorular "CROWD" tekniğine göre “Complete (C) tamamlama soruları, Recall (R) hatırlama soruları, Open-ended (O) açık uçlu sorular, Wh. Questions (W) 5N 1K soruları ve Distancing Questions (D) yaşamla bağlantı sorularına” göre betimsel analiz ile analiz edilmiştir. Çalışmanın sonunda; okul öncesi öğretmenlerininin etkileşimli olarak okudukları kitapların tamamına yakınında tamamlama sorusu (C) üretemez iken hatırlama (R), açık uçlu (O), 5N 1K (W) ve bağlantı (D) sorularını üretebildikleri tespit edilmiştir. Bunun yanında okul öncesi öğretmenlerinin etkileşimli olarak okudukları kitapların çoğunda CROWD tekniğinin açık uçlu (O) soru türünden faydalandıkları belirlenmiştir.

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.

The purpose of the current study was to expand upon previous research on RECALL, a dialogic reading intervention modified for autistic children aimed at increasing engagement. Children ages 3–6 years (n = 6) with language delays with or without co-occurring autism were tested using a multiple baseline across participants design. During baseline, the interventionist used dialogic reading and asked questions after every page. During intervention, the interventionist used RECALL, including a least to most prompting hierarchy with visual prompt cards. Children were more responsive and produced more meaningful correct responses during the intervention. Response type (linguistic vs. non-linguistic) also changed from baseline to intervention, though the pattern varied across participants. Intervention was not associated with increased responsiveness to adult bids for attention or pauses designed to encourage the child to initiate an interaction, though a few children showed changes in these responses over time. [ABSTRACT FROM AUTHOR]

Creating an environment suitable for language acquisition through shared reading significantly contributes to improving a child's language development and parent–child relationship. Reading in an interactive way, such as dialogic reading, is favorable. Nevertheless, dialogic reading is designed for children above the age of two and shared reading is recommended to start during the child's first year. The present study aimed to explore the feasibility of an interactive shared reading intervention, inspired by dialogic reading, where the reading techniques were designed to complement infants' preverbal developmental level. The study further intended to explore its preliminary effect on infants' cognitive and language development. Eleven parent–infant dyads participated, bi-monthly, in four in-depth intervention sessions where the shared reading techniques were modeled. Between sessions, parents and infants engaged in shared reading using these techniques. Post-intervention interviews served to reflect the feasibility of the intervention. Infant cognitive and language assessments were conducted pre- and post-intervention using BAYLEY-III and CSBS DP ITC. Favorable results regarding feasibility and infant language development were found, however, for cognitive development the results were non-significant. We discuss clinical considerations and the scope for conducting future studies. [ABSTRACT FROM AUTHOR]

Emotional intelligence plays a crucial role in children's development. It has been shown in previous studies that emotional intelligence not only influences academic performance but also benefits children's social and interpersonal lives. This study proposes a new strategy that integrates dialogical reading with visible thinking routines to develop young children's emotional intelligence. Children's books have been shown to benefit the development of young children's emotional skills. This study builds upon past research by utilizing visible thinking routines during dialogic reading of both children's books and self-made books to create an engaging and comfortable environment for young children to demonstrate and practice their emotional knowledge and skills. A mixed class of sixteen kindergarten and first-grade children, mostly immigrants from Central America, participated in this study. Through classroom observations and monitoring of the children's interactions and performance over time, the intervention was found to develop children's performance in these key areas of emotional intelligence: recognition, expression, regulation, and empathy. [ABSTRACT FROM AUTHOR]

The study to investigate the effect of dialogic reading on the asking skills and attitudes of primary school 3rd grade students, based on revised Bloom's taxonomy, is carried out with embedded design of mixed methodology. A total of 16 primary school 3rd grade students enrolled in a school in Maçka district of Trabzon province were included in the study, through convenience sampling. The data collection tools employed in the study are the students' asking skills attitudes scale and the comprehension test based on open-ended questions based on the narrative and information to determine the level of the questions asked by the students, based on revised Bloom's taxonomy, in the context of semi-structured interviews. Quantitative data were analyzed using Wilcoxon Signed Rank test, whereas the qualitative data were analyzed using descriptive analysis. According to the results of the analysis, dialogic reading was found to lead to a statistically significant difference in the interest aspect of as well as overall asking skills attitudes of primary school 3rd grade students. Moreover, the increase in the students' questions based on high-order thinking skills in revised Bloom's taxonomy was the cause of the statistically significant difference. Finally, a statistically significant increase was registered in the number of questions based on high-order thinking skills in spite of a decrease in the number of the questions based on low-order thinking skills in the context of narrative texts. The primary school 3rd grade students stated that different ideas were voiced during dialogic reading, making them like the experience. [ABSTRACT FROM AUTHOR]

The aim of this article is to differentiate/conceptualize the practices of shared reading (CL), dialogic reading (DL) and storytelling (ST), through theoretical basis and research that demonstrate the effects of each of these practices as support for the linguistic development of children, specifically during early childhood. This is a bibliographic review in databases such as Google Scholar and Scielo, listing Brazilian and foreign studies. The results show that there are differences between the practices regarding the types of linguistic skills that children have the opportunity to develop; in addition, they highlight the importance of the adult reader as the subject who guides the reading, as well as the planning of the reading of the book associated with pedagogical intentionality. In any case, we consider that all the approaches mentioned are important for the integral development of children, given that they involve them in a context of interaction with other subjects. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Ahmet Kelesoglu Educational Faculty is the property of Journal of Ahmet Kelesoglu Educational Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Educational chatbots are gaining momentum due to their distinctive affordances of interactivity, immediacy, ease of use, and individualized experience. However, a fairly limited body of literature discusses how a chatbot can facilitate collaborative learning among peers in extensive reading contexts to encourage more vibrant interactions supporting further interest development. Therefore, this research aimed to analyze the affordances and limitations of a chatbot to facilitate human–human interactions by incorporating the refined Academically Productive Talk framework for nurturing a learning community, forming accurate knowledge, fostering rigorous thinking, and encouraging affective responses for elementary school learners. Specifically, the purpose of the research was to observe the situational interest of the learners, their interaction patterns, and their social learning behaviors. This research developed a chatbot stored with 64 children's storybooks to initiate and facilitate peer dialogues. A group of 30 learners were paired up to conduct two chatbot-facilitated dialogic reading activities. A total of 30 discourse logs and students' feedback on a survey of situational interest were analyzed. The discourse analysis of this research supports the affordances of the chatbot acting as an effective dialogue initiator and discussion facilitator to support both human-chatbot and human–human social learning. The chatbot encourages a diverse interactive dialogic climate, and four interaction patterns were identified. The situational interest of the initial encounter with the chatbot was boosted; however, their interest was unable to be sustained. The implications for the affordances and limitations of educational chatbots are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, the effect of dialogic reading practices on the development of fluent reading skills of primary school 2nd grade students under the guidance of teachers and parents was examined. In the study the quasiexperimental design of the quantitative research approach was applied. A total of 30 students (first experimental group: 10, second experimental group: 10 and control group: 10) studying in the second gradeof primary school in Maçka district of Trabzon province were included in the study. The student reading fluency scale (by the teacher) which was prepared by the researchers was applied to the students as a pre-post-retention test In the application, which lasted for five weekstwice a week; dialogic reading was implemented with the experimental groups (1st experimental group: parents-teacher-students, 2nd experimental group: teacher-students), and traditional reading was implemented with the control group. Since the assumptions of the ANCOVA test could not be met after the application, the significant difference between the preposttest and post-retention test scores of each group was determined with the Wilcoxon Signed Rank Test. The significance between the prepost testand retention test scores of the groups was determined by the Kruskal Wallis test. At the end of the study; it was determined that the dialogic reading practice performed in the presence of parents and teachers created a statistically significant difference in the automaticity and accuracy sub-dimension of fluent reading, but not in the prosody sub-dimension. The development of dialogic reading under the guidance of parents and teachers in the automaticity and accuracy sub-dimension of fluent reading continues in permanence. [ABSTRACT FROM AUTHOR]

Copyright of Bolu Abant Izzet Baysal University Journal of Faculty of Education / Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi is the property of Bolu Abant Izzet Baysal University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of the current study was to expand upon previous research on RECALL, a dialogic reading intervention modified for autistic children aimed at increasing engagement. Children ages 3–6 years (n = 6) with language delays with or without co-occurring autism were tested using a multiple baseline across participants design. During baseline, the interventionist used dialogic reading and asked questions after every page. During intervention, the interventionist used RECALL, including a least to most prompting hierarchy with visual prompt cards. Children were more responsive and produced more meaningful correct responses during the intervention. Response type (linguistic vs. non-linguistic) also changed from baseline to intervention, though the pattern varied across participants. Intervention was not associated with increased responsiveness to adult bids for attention or pauses designed to encourage the child to initiate an interaction, though a few children showed changes in these responses over time.

Bu araştırmanın amacı, Etkileşimli Kitap Okuma Programı’nın etkililiğini belirlemektir. Araştırmada üç haftalık müdahale programının hem okuma oturumları sırasındaki ebeveyn davranışları hem de gün içerisindeki ebeveyn-çocuk etkileşimi üzerindeki etkisi incelenmiştir. Araştırmada karma desenlerden biri olan eşzamanlı üçgenleme kullanılmıştır. Araştırmaya Ankara ilinin düşük sosyoekonomik bölgesinde ikamet eden sekiz ebeveyn ve bu ebeveynlerin çocukları dâhil edilmiştir. Ebeveynlerin okuma oturumları sırasında sergilemiş olduğu etkileşimsel davranışlar, araştırmacı tarafından hazırlanmış olan kontrol listesi aracılığıyla ön test ve son test olarak değerlendirilmiştir. Ebeveynler ve çocukları arasında gerçekleşen gün içerisindeki etkileşim ise araştırma sonunda ebeveynlerle yapılmış olan yarı-yapılandırılmış görüşmeler aracılığıyla belirlenmeye çalışılmıştır. Nitel verilerin analizinde betimsel analiz, nicel verilerin analizinde Wilcoxon İşaretli Sıralar Testi kullanılmıştır. Bulgular, programın hem ebeveynlerin çocuklarıyla kitap okuma oturumları esnasında sergilemiş oldukları etkileşimli davranışlar hem de gün içerisinde çocuk ve ebeveyn arasında gerçekleşen etkileşimin üzerinde etkili olduğunu göstermiştir. Bulgular, alandaki diğer çalışmalar göz önünde bulundurularak tartışılmış, sınırlılıklara değinilmiş ve gelecekteki araştırmalara yönelik öneriler sunulmuştur.

Sınıf, okul öncesi ve özel eğitim öğretmenlerinin etkileşimli okuma öz yeterliklerini incelemek amacıyla yapılan çalışmada, tarama modelinden yararlanılmıştır. Uygun durum örneklemesi yolu ile ölçek geliştirme aşamasına dâhil edilen 325 öğretmen (sınıf, okul öncesi ve özel eğitim öğretmeni) Trabzon’da görev yapmakta iken; araştırma aşamasına dâhil edilen 240 öğretmen (sınıf, okul öncesi ve özel eğitim) Yozgat’ta görev yapmaktadır. Öğretmenlerden elde edilen veriler, araştırmacı tarafından geliştirilen “Öğretmen Etkileşimli Okuma Öz Yeterlik Ölçeği” ile toplanmıştır. Ölçeğin geçerlik ve güvenirlik hesaplaması yapılmıştır. Veriler ise bağımsız t testi, tek yönlü Anova, Kruskal Wallis testi ile analiz edilmiştir. Çalışma sonucunda kadın öğretmenlerin erkek öğretmenlerden, okul öncesi öğretmenlerinin sınıf ve özel eğitim öğretmenlerinden, öğretmenlik kariyer basamağı olmayan öğretmenlerin ise uzman öğretmenlerden etkileşimli okuma uygulama öz yeterliği okumaya hazırlık alt boyutunda istatiksel olarak anlamlı düzeyde iyi oldukları tespit edilmiştir. Bu anlamda öğretmenlerin okuma öncesinde, öğrencilerin bilişsel ve okumaya yönelik duyuşsal becerilerini desteklemek için hazırlık çalışmaları yapmaları önem arz etmektedir.

AbstractAdditional language learners are at risk of presenting lower language skills in the majority language compared to peers. These differences in language skills have been observed at an early stage of education and may impact academic achievement later on. A randomized trial with a switching replications design was performed in Swedish preschools to examine the effectiveness of small group dialogic reading, aiming to promote oral language skills. The sample comprised 85 children with diverse language, socioeconomic, and cultural backgrounds attending nine preschools in three school districts. Dialogic reading was conducted by ten teachers, trained in dialogic reading and coached by three special education teachers. The dialogic reading intervention was feasible in preschool context and children progressed in their oral language skills during the intervention. [ABSTRACT FROM AUTHOR]

Quality dialogue and interactions in the classroom are crucial for creating effective learning environments and reducing inequalities from an early age. Dialogic reading interventions are known to be beneficial in early childhood education, but there is still much to learn about creating the most conducive interactions in the classroom. This article focuses on dialogic literary gatherings (DLGs), a successful educational action that introduces classic literature to children. DLGs create a learning context where rich interactions emerge from an egalitarian dialogue, valuing all contributions regardless of the person's position in making inferences. The study analysed instructional, emotional and social interactions in DLGs in an early childhood classroom in a disadvantaged Spanish neighbourhood, using a communicative research methodology. Findings show that DLGs facilitate high‐quality interactions between teachers and students and among students. The pre‐school teacher used DLGs to stretch the learning and thinking of participating 4‐ and 5‐year‐old students, promoting self‐regulation and prosocial behaviours. DLGs can play a vital role in creating a more equitable and stimulating learning environment in early childhood education. [ABSTRACT FROM AUTHOR]

Background: Dialogic reading (DR) is an effective shared reading technique based on the prompts–evaluate–expand–repeat (PEER) sequence, which fosters children's language development. This study examines the effects of its elements by comparing shared reading with prompts with minimal feedback (PMF) and PEER. Methods: This study included 364 typically developing Chinese kindergarteners and used a randomised control trial design. The children and their parents were divided into three groups, namely, the PMF, PEER and control groups. The children were pre‐ and post‐tested on their language skills and reading interest measures before and after the intervention. Results: Results showed that after a 12‐week intervention, the children in the PMF group outperformed those in the control group in terms of receptive vocabulary, character reading and listening comprehension. Meanwhile, the children in the PEER group outperformed those in the PMF and control groups not only in terms of the above measures but also in their expressive vocabulary and reading interest. Conclusions: These results highlight the contribution of parents' questions and the additional benefits of their systematically corrective feedback on kindergarten children's language and reading interest development. This study supports the literature on cognitive engagement theory related to young children's individual language and reading interest development through interactive parent–child DR activities. Highlights: What is already known about this topicDR activities enhance children's language ability development.The DR paradigm involves four essential sequences, namely, prompts, evaluate, expand and repeat. What this paper addsEffects of prompts and PEER on children's language ability and reading interest development.Effects of parental prompts and feedback on kindergarten children's language and reading interest development. Implications for theory, policy or practiceThis study supports the literature on cognitive engagement theory related to young children's individual language and reading interest development through interactive parent–child DR activities.Parent–child interactive communication regarding book reading activities is important to promoting children's expressive vocabulary. [ABSTRACT FROM AUTHOR]

Copyright of Die Deutsche Schule is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi is the property of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi is the property of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Shared book reading is a well-established intervention for promoting child language and early development. Although most shared reading interventions have included children 3 years of age and older, recent evidence demonstrates dialogic strategies can be adapted for parents of infants and toddlers. The current study examines gains in parent book-sharing skills during a brief, structured intervention. Parent–child dyads participated in an 8-week book-sharing intervention, Ready, Set, Share A Book!, designed for 12- to 36-month-old children. Parent book-sharing skills were assessed at baseline, weekly during the intervention, and at intervention end. Parents demonstrated significant gains in book-sharing skills from baseline to end of intervention, and results also indicate immediate skill gains in response to instruction. Furthermore, improvement in book-sharing skills at end of intervention was evident within the same book. The current study extends previous evidence for the benefit of a brief, low intensity, targeted intervention to enhance parent book-sharing interactions with infants and toddlers. Future directions for research and implications for practice are discussed. [ABSTRACT FROM AUTHOR]

Copyright of International Innovative Education Researcher (IEdRes) is the property of International Innovative Education Researcher (IEdRes) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examined the effect of dialogic reading intervention on improving the theory of mind of rural Chinese children. A 12-week-randomized controlled trial design with two intervention groups, i.e. school practice intervention (SPI), parent-involved intervention (PII), and one control group with traditional reading intervention (TRI) that provided data at pre-, mid-, post-test, and follow-up tests, was adopted. Seventy-five children participated in the study, with twenty-five participants in each group. Results indicated the gain scores of ToM score from pre to mid-tests and pre- to post-tests of the two intervention groups were higher than the control group. The PII group showed higher gain scores in the mid- and post-test than the SPI group. The intervention effects were well maintained in the SPI and PII groups during the two-month follow-up assessment. The findings indicated school-based dialogic reading can effectively promote ToM development and has a maintenance effect, especially when parents are engaged. [ABSTRACT FROM AUTHOR]

Dialogic reading (DR), first described in Whitehurst et al. (1988), is a specific reading technique that encourages parents to involve the child actively in verbal and nonverbal interactions during shared book reading. The well-known acronyms for DR techniques include CROWD (completion, recall, open-ended questions, wh-questions and distancing) and PEER (prompt, evaluate, expand and repeat). As DR was originally designed for children aged 2 to 5 years, it is less known about what the DR practices of parents would look like during shared book reading with 12 month-old infants. The current study analyzed observational data from 29 parent-infant dyads to address this issue during shared book reading. The results indicated that parents interacted with their 12 month-old infants by spontaneously applying most DR strategies during shared book reading, with some strategies used more frequently and commonly than others. The usage frequency of each DR strategy did not change as a function of infants' background characteristics. Parents with infants who had better abilities in communicative gestures tended to use information from the book cover to prompt the children to talk about the story more frequently during shared book reading. These results make a unique contribution in providing both quantitative and qualitative data to illustrate what the DR practices of parents look like while reading with preverbal infants. [ABSTRACT FROM AUTHOR]

Executive functions are a set of top‐down cognitive processes necessary for emotional self‐regulation and goal‐directed behaviour supporting, among others, academic abilities. Premature infants are at high risk for subsequent cognitive, psychosocial, or behavioural problems even in the absence of medical complications and in spite of normal brain imaging. Given that this is a sensitive period of brain growth and maturation, these factors may place preterm infants at high risk for executive function dysfunction, disrupted long‐term development, and lower academic achievements. Therefore, careful attention to interventions at this age is essential for intact executive functions and academic development. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Yüzüncü Yıl University, Faculty of Education is the property of Yuzuncu Yil University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of the present study was to investigate the effectiveness of a training program on language support strategies and dialogic reading for caregivers working in specialized preschool programs. These programs serve children without a regular childcare place who grow up with one or more languages other than German as the environmental language. Recent studies investigating the development of children attending these programs found only moderate improvements in German receptive language skills, while language support quality of the programs was rated as average. We assessed receptive second language competencies in vocabulary and grammar of n = 48 children and language support competencies of n = 15 caregivers using an interventional pre-posttest design. Receptive vocabulary skills of children supported by trained caregivers (intervention group) were compared to children supported by untrained caregivers (control group, n = 43). We found that both children’s and caregivers’ competencies increased from pre- to posttest, whereas the control group’s receptive vocabulary skills did not increase noticeably. The caregivers’ language support competencies influenced the increase of children’s receptive grammar but not vocabulary skills. The comparison between the intervention group and control group consistently showed no effect of group membership on children’s receptive vocabulary acquisition over time. Since the control group data came from a secondary analysis, only receptive vocabulary skills could be compared. The preliminary results of our study suggest that a caregivers’ training on language support strategies and dialogic reading in everyday educational situations support bilingual children’s grammar acquisition. [ABSTRACT FROM AUTHOR]

Copyright of Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, we tested the effect of emotion-supported dialogic reading on word learning, story comprehension, and emotion recognition skills of 3–4 years old children. We conducted a within-subject design with a group where the children participated only in dialogic reading sessions (control) and a group where children participated emotion-supported dialogic reading sessions (experimental). 20 Turkish children (11 girls and 9 boys) from low socioeconomic status families participated in the study. Before the intervention, we measured children's basic emotion recognition skills. Eight storybook readings carried out the intervention. Next, we tested children's retelling, word learning, and emotion recognition. The results showed that children did significantly better recognising basic emotions. In addition, children in Emotion-Supported Dialogic Reading understand the stories better than Only Dialogic Reading. However, children's receptive and expressive vocabulary learning did not differ significantly. [ABSTRACT FROM AUTHOR]

The aim of the present study was to investigate the effectiveness of a training program on language support strategies and dialogic reading for caregivers working in specialized preschool programs. These programs serve children without a regular childcare place who grow up with one or more languages other than German as the environmental language. Recent studies investigating the development of children attending these programs found only moderate improvements in German receptive language skills, while language support quality of the programs was rated as average. We assessed receptive second language competencies in vocabulary and grammar of n = 48 children and language support competencies of n = 15 caregivers using an interventional pre-posttest design. Receptive vocabulary skills of children supported by trained caregivers (intervention group) were compared to children supported by untrained caregivers (control group, n = 43). We found that both children’s and caregivers’ competencies increased from pre- to posttest, whereas the control group’s receptive vocabulary skills did not increase noticeably. The caregivers’ language support competencies influenced the increase of children’s receptive grammar but not vocabulary skills. The comparison between the intervention group and control group consistently showed no effect of group membership on children’s receptive vocabulary acquisition over time. Since the control group data came from a secondary analysis, only receptive vocabulary skills could be compared. The preliminary results of our study suggest that a caregivers’ training on language support strategies and dialogic reading in everyday educational situations support bilingual children’s grammar acquisition.

Dialogic reading (DR) is an interactive reading approach that enhances the language development of children. This study aims to extend DR to the shared reading context involving children with attention-deficit-hyperactivity disorder (ADHD) and their older siblings and to examine the effects of DR with parents/siblings on the language development of Chinese children with ADHD. This study included 850 Chinese kindergarteners with ADHD and their parents/older siblings. These children were pretested on their Chinese receptive vocabulary, expressive vocabulary, character reading, listening comprehension, and reading interest and were randomly assigned to four groups, namely, dialogic reading with parents (PR-DR), dialogic reading with siblings (SR-DR), parent reading control (PR-C), and sibling reading control (SR-C). After a 12-week intervention period, they were posttested on the same measures. Results show that both DR with parents and siblings effectively enhanced language skills and reading interest in children with ADHD. In addition, those children who read with their older siblings demonstrated greater improvements in their expressive vocabulary, character reading skills, morphological awareness, phonological awareness, and reading interest yet achieved a smaller growth in their listening comprehension compared with those who read with their parents. These findings showed the positive effects of DR on the language development of children with ADHD and highlight the importance of involving siblings in home literacy activities to facilitate the language development of these children. Public Significance Statement: This study highlights the positive impacts of DR and reading with parents or older siblings on ADHD children's language development. It suggests DR as a useful method that effectively involves not only parents but also older siblings in facilitating language learning in ADHD children. [ABSTRACT FROM AUTHOR]

Dialogic reading is a shared reading intervention which has been shown to increase children's oral language skills. Although dialogic reading has been heavily researched and replicated with a variety of populations, this study uniquely focused on outcomes when parents of children with a developmental delay from low socioeconomic status homes were coached to implement dialogic reading with their child in their home. Using a multiple probe design across three parent–child dyads, researchers examined the effects of the modified dialogic reading intervention package on participating parents and their children. When provided with evidence-based training and coaching sessions, all parents were able to implement the intervention with fidelity and increased the number of open-ended prompts and expansions they used with their child during shared reading. Two of the three children's oral language skills appeared to improve throughout the course of the study preparing them for future success in their literacy development. [ABSTRACT FROM AUTHOR]

The present study carried out to assess dialogic reading's effects on 4th graders' views on values education, and attitudes towards reading based on a quasi-experimental design with pre-test, post-test, and control group. The study group was comprised of 4th graders in a primary school in Yozgat province, Turkey, in 2021-2022 academic year. Data collection tools were the "Reading Attitude Survey" and the "Student Opinions Survey on Values Education". Mann Whitney U and Wilcoxon Signed Rank tests were used to analyze data. The results revealed that dialogic reading led to statistically significant differences in the views of 4th grade students about values education compared to traditional reading. However, no significant difference was found in children attitude towards reading. [ABSTRACT FROM AUTHOR]

During the Covid‐19 pandemic, kindergartens in Hong Kong have sought ways in which to support children's learning at home while schools were closed. We report on a proof‐of‐concept study: short videos intended to support playful learning at home were distributed to parents/caregivers of preschool children via a smartphone app; toys and a storybook were provided to their children. No significant changes were observed in the importance attached to literacy and numeracy by parents/caregivers over time, perhaps because parents/caregivers place high value on children's academic progress in Hong Kong. However, significant increases in mean scores were observed for the intervention group but not the control group with regard to reported frequency of playing counting games and discussing/participating in weighing or measuring activities. Readily accessible opportunities to recognize learning in playful activities may have contributed to changed practices at homes. Highlights: Reports the extent of the impact of short videos distributed via a smartphone app on parents'/caregivers' HLE practices during Covid‐19 kindergarten closures.Survey data reveal parent/caregiver practice unchanged by 4x weekly videos. However, practices increased across waves in the intervention group.Smartphone dissemination of HLE demonstration videos holds promise as a strategy, but threshold conditions require further research. [ABSTRACT FROM AUTHOR]

Çalışmanın hedefi; etkileşimli okuma uygulamasına katılan okul öncesi dönemdeki çocukların annelerinin uygulama ile ilgili deneyimlerini belirlemektir. Araştırmada nitel araştırma yaklaşımının fenomenoloji deseninden faydalanılmıştır. Çalışmaya uygun durum örneklemesi yolu ile seçilen çocuğu okul öncesi dönemde bulunan 7 anne katılmıştır. Yarı yapılandırılmış görüşme aracı ile elde edilen veriler betimsel analiz ile analiz edilmiştir. Analiz sonunda annelerin çocukları ile ara sıra geleneksel yöntemle kitap okuduklarını bunun sonunda çocuklarının sadece dinleme becerilerinde gelişme olduğunu belirtmişlerdir. Etkileşimli okumanın, geleneksel okumadan daha eğlenceli olması nedeni ile farklılaştığını söyleyen anneler, etkileşimli okumanın çocuklarının hayal dünyasını geliştirmesi nedeniyle bundan sonraki okumalarında etkileşimli okumayı tercih edeceklerini ifade etmişlerdir. Etkileşimli okumanın kendilerinin empati duygularını, çocuklarının ise bilişsel açıdan dinleme, konuşma, anlama becerilerini; duyuşsal açıdan mutluluk duygusunu geliştirdiğini; sosyal alanda ise arkadaşlık ilişkilerini güçlendirdiğini vurgulamışlardır.

Copyright of Medicina (Buenos Aires) is the property of Medicina (Buenos Aires) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Dialogic reading during shared book reading between adults and children is an effective way to promote vocabulary acquisition. However, there is limited research on what strategies parents are spontaneously using during book reading sessions, which are important to understand for optimizing parent training in dialogic reading. The current study investigates what strategies parents are currently using to teach vocabulary to their children and what parts of speech and tier of vocabulary they choose to discuss. The current study recruited low-income parents and their preschool-age (42–65 months), typically developing children from Head Start classrooms in the United States. Twenty-seven adults filmed themselves at home reading Giraffes Can't Dance by Giles Andreae and Guy Parker-Rees to their child, given the instruction to read as they normally would. The videos were coded looking at a dialogic reading framework: CROWD and PEER. Child behaviors and the vocabulary discussed were included in the coding. Results show that although there is a large amount of variability between parents in their use of strategies during shared book reading, in general, parents are using very few dialogic reading strategies to explicitly teach vocabulary. However, parents' use of dialogic reading strategies was significantly correlated with child extratextual talk. When they did provide instruction, parents discussed mostly tier 1 nouns and verbs, rather than tier 2 words which are necessary for academic success. These results reinforce the need for parent training on interactive reading strategies. [ABSTRACT FROM AUTHOR]

The development of emergent literacy skills at an early age sets learners on a positive trajectory for later literacy skills and overall academic success. Although the development of emergent literacy skills is a major focus of preschool programmes internationally, English language learners (ELLs) often display difficulties with emergent literacy skills upon entry to primary school, in comparison to their peers whose first language is English. Consequently, the identification of effective emergent literacy interventions for ELL is of paramount importance. To date, however, a comprehensive review of the effectiveness of dialogic reading interventions for developing the emergent literacy skills of ELLs has not been conducted. Following PRISMA procedures, a systematic review was undertaken and 6 studies were found to meet the inclusion criteria. Gough's (2007) Weight of Evidence framework was used to evaluate the methodological quality, methodological relevance and relevance of the evidence to the research question presented. Findings demonstrated that dialogic reading interventions are effective for developing the emergent oral language skills of ELLs but may not be effective for developing the emergent reading or writing skills of these learners. The implications of the findings for practice and research are discussed. [ABSTRACT FROM AUTHOR]

• Parental training in 'dialogic book-sharing' is deliverable in UK Children's Centers. • Training led to large gains in parent book-sharing skills with their 2-to 4-year-olds. • Child language and attention showed some benefit of the intervention. • There was no evidence of benefit to other areas of child development. Shared picture-book reading is well-recognized as beneficial for children's early language development, especially where "dialogic book-sharing" techniques are used. Possible benefits of dialogic book-sharing to other aspects of child development have been little investigated, and it has not been widely studied in European populations. We conducted a randomized trial of dialogic book-sharing in Children's Centers in the UK, with parents of 2- to- 4-year-old children, hypothesizing that it would benefit parenting and a range of child developmental outcomes. Intervention group parents (n = 110) received 7, weekly, group training sessions, and control parents (n = 108) the usual center input. Parenting and a range of child outcomes (language, attention, executive function, social development, and emotional-behavior difficulties) were assessed on 3 occasions: before, after, and 4–6 month following intervention. For all study outcomes we compared controls with each of the Intention-to-Treat population and the per-protocol population (participants attending the requisite number of sessions); and, for primary child outcomes only, the population of parents who engaged well with the intervention. There were substantial benefits of dialogic book-sharing training to parental behavior during book-sharing, especially for sensitivity and cognitive scaffolding. For all 3 sets of comparisons there were small-medium effects of on child expressive language, and, for the per protocol and engaged populations, similar sized effects on child receptive language and attention. There was no evidence of benefit of dialogic book-sharing for the other areas of child development; we suggest that specific intervention components need to be added to standard dialogic book-sharing to effect change in these areas. [ABSTRACT FROM AUTHOR]

The aim of this study is to examine the effect of an dialogic reading program on expressive language vocabulary and category naming skills, which are among the early literacy skills of preschool children. The research was designed in the quasi-experimental model, which is one of the quantitative research methods. The sample of the study consisted of a total of 30 children, 15 girls and 15 boys, between 64 and 72 months of age, who attended a kindergarten in Konya. Fifteen of the children were in the control group and 15of them were in the experimental group. In addition to the existing preschool education program applied to the groups within the scope of the study, a 10-week dialogic reading program was applied to the experimental group. In the research, "Demographic Information Form" was used as the data collection tool and "Early Literacy Test (ELT)" was used as pre-test and post-test. According to the results of the research, the post-test scores of all groups' expressive language vocabulary and category naming skills increased significantly compared to the pre-test scores. However, the post-test scores of expressive language vocabulary and category naming skills of the experimental group were significantly higher than the control group. Accordingly, it was concluded that the dialogic reading program applied significantly increased the expressive language vocabulary and category naming skills, which are among the early literacy skills. [ABSTRACT FROM AUTHOR]