Work

Dialogic Reading's Potential to Improve Children's Emergent Literacy Skills and Behavior

Year: 2008

Type: article

Abstract: Young children entering school with poor oral vocabulary skills may be "doubly disadvantaged." Their poor oral vocabulary skills will likely impede their attempts to become proficient readers while also possibly increasing the frequency of their problem behaviors. Dialogic Reading is a scientifically-validated shared storybook reading intervention that is known to boost at risk children's oral vocabulary skills. As such, use of Dialogic Reading is one potential way to help children avoid both later reading failure and the negative outcomes associated with poor behavior. In this article, we detail both (a) a research-based rationale for using Dialogic Reading and (b) Dialogic Reading's set of procedures and prompts.

Source: Preventing School Failure Alternative Education for Children and Youth

DOI: 10.3200/psfl.52.4.11-16

Authors: Paul L. Morgan, Catherine R. Meier

Institution: Pennsylvania State University

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funder: Eunice Kennedy Shriver National Institute of Child Health and Human Development