Feminism and Bakhtin: Dialogic Reading in the Academy

There is growing recognition of the need to end the debate regarding reading instruction in favor of an approach that provides a solid foundation in phonics and other underlying language skills to become expert readers. We advance this agenda by providing evidence of specific effects of instruction focused primarily on the written code or on developing knowledge. In a grade 1 program evaluation study, an inclusive and comprehensive program with a greater code-based focus called Reading for All (RfA) was compared to a knowledge-focused program involving Dialogic Reading. Phonological awareness, letter word recognition, nonsense word decoding, listening comprehension, reading comprehension, written expression and vocabulary were measured at the beginning and end of the school year, and one year after in one school only. Results revealed improvements in all measures except listening comprehension and vocabulary for the RfA program at the end of the first school year. These gains were maintained for all measures one year later with the exception of an improvement in written expression. The Dialogic Reading group was associated with a specific improvement in vocabulary in schools from lower socioeconomic contexts. Higher scores were observed for RfA than Dialogic Reading groups at the end of the first year on nonsense word decoding, phonological awareness and written expression, with the differences in the latter two remaining significant one year later. The results provide evidence of the need for interventions to support both word recognition and linguistic comprehension to better reading comprehension.

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How primary school children address reading problems in dialogic reading

Research on Children and Social Interaction ◽

10.1558/rcsi.12411 ◽

2021 ◽

Vol 4 (2) ◽

Author(s):

Maaike Pulles ◽

Jan Berenst ◽

Tom Koole ◽

Kees De Glopper

Keyword(s):

Primary School ◽

Conversation Analysis ◽

Word Identification ◽

Dialogic Reading ◽

Primary School Children ◽

Reading Problems ◽

Principal Role ◽

Research Questions ◽

Primary School Pupils ◽

Reading Activity

In dialogic reading during inquiry learning settings in primary school, pupils read, think and talk together about text fragments for answering their research questions. In this process, pupils may encounter reading problems, regarding word identification or meaning. Conversation analysis is used to demonstrate how these reading problems are collaboratively addressed. Word identification problems are mostly signalled implicitly during the genuine reading activity and are in most cases immediately corrected by the co-participant, to continue the reading activity as smooth as possible. Meaning problems are displayed more explicitly, by use of requests for information, that are explicit about the purpose, but not always explicitly addressed to the other participant. Therefore all participants, including the text in a principal role, can assist.

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Identifying Culturally Consistent Early Interventions for Latino Caregivers

Communication Disorders Quarterly ◽

10.1177/1525740118793858 ◽

2018 ◽

Vol 40 (4) ◽

pp. 239-249 ◽

Cited By ~ 3

Author(s):

Mark M. Guiberson ◽

Kyliah Petrita Ferris

Keyword(s):

Dialogic Reading ◽

Early Interventions ◽

Mixed Methods Design ◽

Multiple Sources ◽

Culturally Congruent ◽

Focused Stimulation ◽

Academic Settings ◽

Asking Questions ◽

Acculturation Level ◽

Latino Caregivers

A convergent parallel mixed-methods design was applied to identify promising culturally consistent early intervention (EI) approaches with Latino caregivers. The researchers collected multiple sources of data, analyzed them separately, and then integrated relevant findings with other sources to identify promising EI approaches. Data included acculturation level, coded caregiver interaction style, and reported caregiver preferred activities. Based on the integration of these data and other sources, several themes and promising interventions were identified for Latino caregivers of young children. The use of imperatives, asking questions to redirect attention, and explicit teaching are discussed as well as ways to expand upon these behaviors through request for clarification, use of expansions, focused stimulation, and dialogic reading. Identifying culturally congruent interventions that fit with caregiver’s style and prepares the child for academic settings is also discussed.

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Dialogic Reading: Effects on Independent Verbal Responses, Verbal and Non-Verbal Initiations, and Engagement of Children with Autism Spectrum Disorder

10.31234/osf.io/pkdzh ◽

2020 ◽

Author(s):

Lara Rodrigues Queiroz ◽

Victor Loyola Souza Guevara ◽

Carlos Barbosa Alves de Souza ◽

Eileen Pfeiffer Flores

Keyword(s):

Autism Spectrum Disorder ◽

Children With Autism ◽

Autism Spectrum ◽

Shared Reading ◽

Task Engagement ◽

Spectrum Disorder ◽

Dialogic Reading ◽

Verbal Responses ◽

Children With Asd ◽

Verbal Initiations

Dialogic reading (DR) is the shared reading of storybooks, interspersed with dialogues about story and illustrations. Previous findings have indicated that DR can be adapted for children with autism spectrum disorder (ASD) and can improve their engagement in shared reading activities. The present study aimed to investigate how DR with a verbal prompting hierarchy impacted the performance of children with ASD engaged in dialogue about the story. We also measured effects on verbal and non-verbal initiations and on task engagement. We used a single-subject design to test a DR adaptation involving a least-to-most prompting hierarchy with two 7-year-old children with ASD and evaluated the effects on independent verbal responses to questions about the story, verbal and non-verbal initiations, and task engagement. The participants showed an increase of independent verbal answers to WH (Who, What, Where, What) questions about the story, and to the more general “What is happening here?” (WIHH questions). One child showed an increase in verbal initiations. Both children showed high task engagement independently of condition, but with less variability when reading was dialogic. The results of this study support the use of story-based open questions and least-to-most prompting verbal hierarchies for helping children with ASD engage in conversation about the story in shared reading settings.What does this paper add? • The use of an explicit prompting hierarchy method is a step toward systematization of scaffolding strategies during shared reading.• It is possible to use verbal prompts to help children with autism spectrum disorder answer questions about the story during dialogic reading,

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