ERIC Number: EJ1422178
Record Type: Journal
Publication Date: 2024-May
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0141-0423
EISSN: EISSN-1467-9817
Effects of Dialogic Reading Elements on Children's Language Development
Yang Dong; Bonnie Wing-Yin Chow; Jianhong Mo; Xuecong Miao; Hao-Yuan Zheng
Journal of Research in Reading, v47 n2 p181-200 2024
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.
Descriptors: Reading Strategies, Prompting, Repetition, Language Acquisition, Language Skills, Program Effectiveness, Feedback (Response), Kindergarten, Reading Interests, Receptive Language, Reading Skills, Vocabulary, Listening Comprehension, Foreign Countries
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A