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Examining Teachers' Use of Dialogic Reading Strategies Following a Multiple Component Professional Development Intervention

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Jacqueline A. Towson; Marisa Macy; Diana L. Abarca; Kara Myers; Erin FitzPatrick – Early Childhood Education Journal, 2024

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…

Descriptors: Reading Strategies, Dialogs (Language), Faculty Development, Intervention