A book reading intervention with preschool children who have limited vocabularies: the benefits of regular reading and dialogic reading

2000 ◽  
Vol 15 (1) ◽  
pp. 75-90 ◽  
Author(s):  
Anne C Hargrave ◽  
Monique Sénéchal
Keyword(s):  
Preschool Children ◽  
Reading Intervention ◽  
Dialogic Reading ◽  
Book Reading ◽  
Regular Reading

The Effects of an Intensive Shared Book-Reading Intervention for Preschool Children at Risk for Vocabulary Delay

2011 ◽  
Vol 77 (2) ◽  
pp. 161-183 ◽  
Author(s):  
Sharolyn D. Pollard-Durodola ◽  
Jorge E. Gonzalez ◽  
Deborah C. Simmons ◽  
Oiman Kwok ◽  
Aaron B. Taylor ◽  
...  
Keyword(s):  
At Risk ◽  
Preschool Children ◽  
Reading Intervention ◽  
Book Reading ◽  
Shared Book Reading ◽  
Children At Risk

Effects of Teacher-Delivered Book Reading and Play on Vocabulary Learning and Self-Regulation among Low-Income Preschool Children

2018 ◽  
Vol 20 (2) ◽  
pp. 136-164 ◽  
Author(s):  
David K. Dickinson ◽  
Molly F. Collins ◽  
Kimberly Nesbitt ◽  
Tamara Spiewak Toub ◽  
Brenna Hassinger-Das ◽  
...  
Keyword(s):  
Preschool Children ◽  
Low Income ◽  
Vocabulary Learning ◽  
Self Regulation ◽  
Book Reading

Reading Beyond the Book: Educating Paraprofessionals to Implement Dialogic Reading for Preschool Children With Language Impairments

2019 ◽  
Vol 40 (2) ◽  
pp. 68-83
Author(s):  
Jacqueline A. Towson ◽  
Katherine B. Green ◽  
Diana L. Abarca
Keyword(s):  
Preschool Children ◽  
Single Case ◽  
Functional Relation ◽  
Dialogic Reading ◽  
Expressive Vocabulary ◽  
Single Word ◽  
Preschool Classrooms ◽  
Vocabulary Skills ◽  
Variable Fidelity ◽  
Multiple Probe

We examined how educating paraprofessionals in preschool classrooms on dialogic reading (DR) affected their storybook reading and effects on children’s single word vocabulary. Through a single-case multiple-probe across participants design including four paraprofessionals and eight preschool children, we identified a functional relation between educating paraprofessionals in DR and implementation of the CROWD prompts; yet, no functional relation was observed for the implementation of the evaluate, expand, and repeat strategies. Data collected on children’s expressive near-transfer vocabulary showed all but one child made minimal gains from baseline to intervention, whereas receptive data remained stable for six participants. Results suggested that paraprofessionals implemented the strategies of DR with variable fidelity following a singular training and in-text supports. Additional supports may be necessary for all aspects of the intervention and generalization to be implemented with fidelity and for improvement to carryover to both receptive and expressive vocabulary skills for children.

Development of the Dialogic Reading Inventory of Parent-Child Book Reading

2010 ◽  
Vol 24 (3) ◽  
pp. 266-277 ◽  
Author(s):  
Lisbeth Dixon-Krauss ◽  
Cynthia M. Januszka ◽  
Chan-Ho Chae
Keyword(s):  
Dialogic Reading ◽  
Book Reading ◽  
Reading Inventory ◽  
Parent Child
Sign in / Sign up

Export Citation Format

Share Document