Comprehensive Guide to Dialogic Reading for Language Development
Dialogic Reading
Outline
•
What is Dialogic Reading?
•
What are the benefits of Dialogic Reading?
•
Dialogic Reading step-by-step
•
Special considerations for learners of an
additional language
The number of verbal exchanges may matter
more than number of words
-Romeo et al., 2018, 2021
Language delay
•
Between 5 and 12% of preschoolers have
language delays.
Struggling student
Average student
-Wilson & Law, 2019
Reproduced with the permission of Sabine de Meester
What do you know about
Dialogic Reading?
What is Dialogic Reading?
A
systematic
reading activity shared by the child and adult whereby the
adult
intentionally
focuses on building oral language through:
•
reading aloud;
•
involving the child in the storytelling;
•
making connections with child’s experiences; and
•
going beyond the script of the book by:
o
predicting;
o
comparing;
o
reflecting; and
o
expanding.
-Whitehurst, 1992
Why Dialogic Reading?
•
From the family’s point of view, joint book reading is extremely
important because often, it gives parents something to talk about.
•
Books expose children to vocabulary that they may not otherwise
hear.
•
Dialogic reading results in language gains for:
o
neurotypical children from high and low SES backgrounds;
o
childrenwith language delay; and
o
m
ultilingual learners.
•
Even as compared to regular reading, dialogic reading results in:
o
greater vocabulary gains; and
o
greater gains in other areas of language.
•
Educators, teachers, and parents can be successful at dialogic reading.
-Hargrave & Senechal, 2000; Brannon & Dauksas, 2014;
Mol, Bus, de Jong, & Smeets, 2008;
Ramsey, 2021
Three key elements of Dialogic
Reading
•
Highlighting vocabulary
•
Asking questions
•
Connecting the book to the child’s life or
connecting the ending of the story to the
beginning
PEER sequence
Each time you read to children, remember the acronym
PEER
:
•
P
rompt
the child to say something about the book.
o
What’s that? – A truck. She paint a truck.
•
E
valuate
the child's response.
o
You’re right, but it’s a special truck – a fire truck.
•
E
xpand
the child's response by rephrasing and adding information to
it.
o
She painted a fire truck.
•
R
epeat
the prompt to make sure the child has learned from the
expansion.
o
The girl painted a fire truck.
CROWD sequence
There are five ways to
prompt
children to practice new oral
language forms that the adult will then expand with rich
language models. You can remember these with the acronym
CROWD
:
•
C
ompletion prompts
o
You leave a blank at the end of a sentence and get the child to fill it
in.
Used in books with rhyme or books with repetitive phases
.
E.g., "He huffed and he puffed and he blew the house ____,".
CROWD sequence
•
R
ecall prompts
o
These are questions about what happened in a book a child has
already read.
E.g.: "Can you tell me what happened to the wolf in this story?“
Used at the beginning of the book if the child has read the book before,
or at the end of a book that they have never read.
•
O
pen-ended prompts
o
Focus on the pictures in books.
E.g.: "Tell me what's happening in this picture."
CROWD sequence
•
W
h-prompts
o
Usually begin with what, where, when, why, and how questions. Also
focus on the pictures in books.
E.g.: "What's this called?" while pointing to an object in the book.
•
D
istancing prompts
o
Ask children to relate the pictures or words in the book they are
reading to experiences outside the book.
E.g.: while looking at a book with a picture of a pig, "Remember when we
went to the farm last week; what colour was that pig?"
Prompt levels
•
Level 1 Prompts
o
Completion prompts
o
Recall prompts
o
What, where, and when question prompts
•
Level 2 Prompts
o
Open-ended prompts
•
Level 3 Prompts
o
Distancing prompts
Make connections
with the child’s life or connect the beginning
of the book with the ending.
The right book
•
Large, colourful illustrations
•
Limited text
•
Conducive to building language, building conceptual
knowledge, and making links with child’s own experiences
Awards for childrens’ literature:
Award-Winning and Notable Kids’ Books
Repeated readings and vocabulary
•
Reading the same book
four times
results in
vocabulary learning gains for children up to Grade 2.
•
Only teach vocabulary
after a 1
st
reading
(unless one
or two words really need to be learned before).
•
Teach four to six new word definitions with each
reading.
•
As each sentence with a word to be explained is
reached, reread the sentence and ask whether
anyone knows what the word means. If someone
gives a plausible explanation, agree and move on.
Otherwise, provide an explanation.
•
Facilitate transfer of similar words across languages
(
banana/banane
).
-Biemiller & Boote, 2006
The right students
•
Age 3 to Grade 2 (ages 3 to 5 = most studied)
•
Children learning a first or an additional
language
•
Neurotypical children or children with diverse
education needs
•
Class wide, small groups, or 1:1
G
raphic organizers can help
Story
Map Template
Story Map Template Filled
Preparing the book
https://connectmodules.dec-sped.org/connect-
modules/learners/module-6/step-3/b-
definition/creating-the-prompts/
(1:48)
Introducing the book
https://connectmodules.dec-sped.org/connect-
modules/learners/module-6/step-3/b-
definition/conducting/
(2:49)
Reading the book
https://connectmodules.dec-sped.org/connect-
modules/learners/module-6/step-3/b-
definition/conducting/
(3:32)
Closing the book
https://connectmodules.dec-sped.org/connect-
modules/learners/module-6/step-3/b-
definition/conducting/
(0:55)
Special considerations for learners of
an additional language
•
What will you do to help them understand the story?
o
Gesture
o
Rephrase
o
Repeat
o
Support theme with other multimodal materials
•
What will you do to facilitate their participation?
o
Miming
o
Drawing
o
Filling in the blank
•
What words do you want them to learn?
o
Cognates
o
Words with multiple meanings
o
Verbs
o
Academic vocabulary
Facilitating language transfer and
bootstrapping
e.g.:
Linking languages through a bilingual read-aloud project
-Lyster, Collins, Ballinger, 2009
G
et the rest of the family
involved too!
Dialogic reading with attention-deficit-hyperactivity disorder (ADHD)
kindergarteners: Does reading with parents or siblings enhance their
language development?
“…Results show that both Dialogic Reading (DR) with parents and siblings
effectively enhanced language skills and reading interest in students with
ADHD. In addition, those students who read with their older siblings
demonstrated greater improvements in their expressive vocabulary, character
reading skills, morphological awareness, phonological awareness, and reading
interest yet achieved a smaller growth in their listening comprehension
compared with those who read with their parents. These findings showed the
positive effects of DR on the language development of students with ADHD
and highlight the importance of involving siblings in home literacy activities
to facilitate the language development of these students
.”
-Yang et al., 2022
References
•
Ard, L. M. & Beverly, B. L. (2004). Preschool word learning during joint book reading: Effect of
adult questions and comments.
Communication Disorders Quarterly. 26
(1), 17–28.
•
Biemiller, A., & Boote, C. (2006). An effective method for building meaning vocabulary in
primary grades
. Journal of Educational Psychology, 98
(1), 44–62.
•
Brannon, D., & Dauksas, L. (2014). The Effectiveness of Dialogic Reading in Increasing English
Language Learning Preschool students's Expressive Language.
Early Childhood Education, 5
,
1-10.
•
Buysse, V., Winton, P., Rous, B., Epstein, D., & Cavanaugh, C. (2011). CONNECT Module 6:
Dialogic Reading Practices. Chapel Hill: University of North Carolina, FPG Child Development
Institute, CONNECT: The Center to Mobilize Early Childhood Knowledge.
•
Hargrave, A.C., & Sénéchal, M. (2000). A book reading intervention with preschool students
who have limited vocabularies: the benefits of regular reading and dialogic reading.
Early
Childhood Research Quarterly, 15
, 75-90.
•
Kalb, Guyonne & van Ours, Jan C. (2014).
Reading to young students: A head-start in life?
Economics of Education Review
,
40
(C), 1–24.
•
Lyster, R., Collins, L., & Ballinger, S. (2009) Linking languages through a bilingual read-aloud
project.
Language Awareness, 18
:3-4, 366-383.
•
Mol, S., Bus, A., de Jong, M., & Smeets, D. (2008). Added value of dialogic parent-child book
readings: A meta-analysis.
Early Education and Development, 19
(1), 7-26.
References
•
Ramsey, W. R., Bellom-Rohrbacher, K., & Saenz, T. (2021). The effects of dialogic reading on
the expressive vocabulary of pre-school aged students with moderate to severely impaired
expressive language skills.
Child Language Teaching and Therapy, 37
(3), 279–299.
•
Romeo, R. R., Leonard, J. A., Grotzinger, H. M., Robinson, S. T., Takada, M. E., Mackey, A. P.,
Scherer, E., Rowe, M. L., West, M. R., & Gabrieli, J. D. E. (2021). Neuroplasticity associated
with changes in conversational turn-taking following a family-based intervention.
Developmental Cognitive Neuroscience, 49
(1), 100967.
•
Romeo, R.R., Leonard, J.A., Robinson, S.T., West, M.R., Mackey, A.P., Rowe, M.L., Gabrieli,
J.D.E. (2018). Beyond the “30-million-word gap:” students’s conversational exposure is
associated with language-related brain function.
Psychological Science. 29
(5), 700–710.
•
Whitehurst, G. J. (1992). Dialogic reading: An effective way to read to preschoolers.
Retrieved from
http://www.readingrockets.org/article/400/
•
Whitehurst, G. J., Falco, F., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M.
C., & Caulfield, M. (1988). Accelerating language development through picture-book reading.
Developmental Psychology
,
24,
552 – 558.
•
Wilson, P., Law, J. (2019). Developmental reviews and the identification of
impairments/disorders. In: Health for all students. 5th ed. Oxford: Oxford University Press. p.
258–81.
Welcome to this workshop for teachers and parents about Dialogic Reading. The target audience is parents or teachers of students aged 3-6.
Dialogic Reading is a systematic activity where an adult and child engage in shared reading, focusing on building oral language through interactive techniques like reading aloud, storytelling, and making connections with the child's experiences. This method enhances vocabulary, language skills, and communication for various learners, including those with language delays and multilingual backgrounds. By incorporating key elements like vocabulary highlighting, asking questions, and connecting the story to the child's life, Dialogic Reading promotes active engagement and language gains.
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Presentation Transcript
Outline What is Dialogic Reading? What are the benefits of Dialogic Reading? Dialogic Reading step-by-step Special considerations for learners of an additional language
The number of verbal exchanges may matter more than number of words MIT News -Romeo et al., 2018, 2021
Language delay Between 5 and 12% of preschoolers have language delays. Average student Struggling student Reproduced with the permission of Sabine de Meester -Wilson & Law, 2019
What do you know about Dialogic Reading?
What is Dialogic Reading? A systematic reading activity shared by the child and adult whereby the adult intentionally focuses on building oral language through: reading aloud; involving the child in the storytelling; making connections with child s experiences; and going beyond the script of the book by: o predicting; o comparing; o reflecting; and o expanding. -Whitehurst, 1992
Why Dialogic Reading? From the family s point of view, joint book reading is extremely important because often, it gives parents something to talk about. Books expose children to vocabulary that they may not otherwise hear. Dialogic reading results in language gains for: o neurotypical children from high and low SES backgrounds; o childrenwith language delay; and o multilingual learners. Even as compared to regular reading, dialogic reading results in: o greater vocabulary gains; and o greater gains in other areas of language. Educators, teachers, and parents can be successful at dialogic reading. -Hargrave & Senechal, 2000; Brannon & Dauksas, 2014; Mol, Bus, de Jong, & Smeets, 2008; Ramsey, 2021
Three key elements of Dialogic Reading Highlighting vocabulary Asking questions Connecting the book to the child s life or connecting the ending of the story to the beginning
PEER sequence Each time you read to children, remember the acronym PEER: Prompt the child to say something about the book. What s that? A truck. She paint a truck. o Evaluate the child's response. You re right, but it s a special truck a fire truck. o Expand the child's response by rephrasing and adding information to it. She painted a fire truck. o Repeat the prompt to make sure the child has learned from the expansion. The girl painted a fire truck. o
CROWD sequence There are five ways to prompt children to practice new oral language forms that the adult will then expand with rich language models. You can remember these with the acronym CROWD: Completion prompts o You leave a blank at the end of a sentence and get the child to fill it in. Used in books with rhyme or books with repetitive phases. E.g., "He huffed and he puffed and he blew the house ____,".
CROWD sequence Recall prompts o These are questions about what happened in a book a child has already read. E.g.: "Can you tell me what happened to the wolf in this story? Used at the beginning of the book if the child has read the book before, or at the end of a book that they have never read. Open-ended prompts o Focus on the pictures in books. E.g.: "Tell me what's happening in this picture."
CROWD sequence Wh-prompts o Usually begin with what, where, when, why, and how questions. Also focus on the pictures in books. E.g.: "What's this called?" while pointing to an object in the book. Distancing prompts o Ask children to relate the pictures or words in the book they are reading to experiences outside the book. E.g.: while looking at a book with a picture of a pig, "Remember when we went to the farm last week; what colour was that pig?"
Prompt levels Level 1 Prompts o Completion prompts o Recall prompts o What, where, and when question prompts Level 2 Prompts o Open-ended prompts Level 3 Prompts o Distancing prompts Make connections with the child s life or connect the beginning of the book with the ending.
The right book Large, colourful illustrations Limited text Conducive to building language, building conceptual knowledge, and making links with child s own experiences Awards for childrens literature: Award-Winning and Notable Kids Books
Repeated readings and vocabulary Reading the same book four times results in vocabulary learning gains for children up to Grade 2. Only teach vocabulary after a 1streading (unless one or two words really need to be learned before). Teach four to six new word definitions with each reading. As each sentence with a word to be explained is reached, reread the sentence and ask whether anyone knows what the word means. If someone gives a plausible explanation, agree and move on. Otherwise, provide an explanation. Facilitate transfer of similar words across languages (banana/banane). -Biemiller & Boote, 2006
The right students Age 3 to Grade 2 (ages 3 to 5 = most studied) Children learning a first or an additional language Neurotypical children or children with diverse education needs Class wide, small groups, or 1:1
Graphic organizers can help Story Map Template Story Map Template Filled
Preparing the book https://connectmodules.dec-sped.org/connect- modules/learners/module-6/step-3/b- definition/creating-the-prompts/ (1:48)
Introducing the book https://connectmodules.dec-sped.org/connect- modules/learners/module-6/step-3/b- definition/conducting/ (2:49)
Reading the book https://connectmodules.dec-sped.org/connect- modules/learners/module-6/step-3/b- definition/conducting/ (3:32)
Closing the book https://connectmodules.dec-sped.org/connect- modules/learners/module-6/step-3/b- definition/conducting/ (0:55)
Special considerations for learners of an additional language What will you do to help them understand the story? o Gesture o Rephrase o Repeat o Support theme with other multimodal materials What will you do to facilitate their participation? o Miming o Drawing o Filling in the blank What words do you want them to learn? o Cognates o Words with multiple meanings o Verbs o Academic vocabulary
Facilitating language transfer and bootstrapping e.g.: Linking languages through a bilingual read-aloud project -Lyster, Collins, Ballinger, 2009
Get the rest of the family involved too! Dialogic reading with attention-deficit-hyperactivity disorder (ADHD) kindergarteners: Does reading with parents or siblings enhance their language development? Results show that both Dialogic Reading (DR) with parents and siblings effectively enhanced language skills and reading interest in students with ADHD. In addition, those students who read with their older siblings demonstrated greater improvements in their expressive vocabulary, character reading skills, morphological awareness, phonological awareness, and reading interest yet achieved a smaller growth in their listening comprehension compared with those who read with their parents. These findings showed the positive effects of DR on the language development of students with ADHD and highlight the importance of involving siblings in home literacy activities to facilitate the language development of these students. -Yang et al., 2022
References Ard, L. M. & Beverly, B. L. (2004). Preschool word learning during joint book reading: Effect of adult questions and comments. Communication Disorders Quarterly. 26(1), 17 28. Biemiller, A., & Boote, C. (2006). An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology, 98(1), 44 62. Brannon, D., & Dauksas, L. (2014). The Effectiveness of Dialogic Reading in Increasing English Language Learning Preschool students's Expressive Language. Early Childhood Education, 5, 1-10. Buysse, V., Winton, P., Rous, B., Epstein, D., & Cavanaugh, C. (2011). CONNECT Module 6: Dialogic Reading Practices. Chapel Hill: University of North Carolina, FPG Child Development Institute, CONNECT: The Center to Mobilize Early Childhood Knowledge. Hargrave, A.C., & S n chal, M. (2000). A book reading intervention with preschool students who have limited vocabularies: the benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15, 75-90. Kalb, Guyonne & van Ours, Jan C. (2014). Reading to young students: A head-start in life? Economics of Education Review, 40(C), 1 24. Lyster, R., Collins, L., & Ballinger, S. (2009) Linking languages through a bilingual read-aloud project. Language Awareness, 18:3-4, 366-383. Mol, S., Bus, A., de Jong, M., & Smeets, D. (2008). Added value of dialogic parent-child book readings: A meta-analysis. Early Education and Development, 19(1), 7-26.
References Ramsey, W. R., Bellom-Rohrbacher, K., & Saenz, T. (2021). The effects of dialogic reading on the expressive vocabulary of pre-school aged students with moderate to severely impaired expressive language skills. Child Language Teaching and Therapy, 37(3), 279 299. Romeo, R. R., Leonard, J. A., Grotzinger, H. M., Robinson, S. T., Takada, M. E., Mackey, A. P., Scherer, E., Rowe, M. L., West, M. R., & Gabrieli, J. D. E. (2021). Neuroplasticity associated with changes in conversational turn-taking following a family-based intervention. Developmental Cognitive Neuroscience, 49(1), 100967. Romeo, R.R., Leonard, J.A., Robinson, S.T., West, M.R., Mackey, A.P., Rowe, M.L., Gabrieli, J.D.E. (2018). Beyond the 30-million-word gap: students s conversational exposure is associated with language-related brain function. Psychological Science. 29 (5), 700 710. Whitehurst, G. J. (1992). Dialogic reading: An effective way to read to preschoolers. Retrieved from http://www.readingrockets.org/article/400/ Whitehurst, G. J., Falco, F., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture-book reading. Developmental Psychology, 24, 552 558. Wilson, P., Law, J. (2019). Developmental reviews and the identification of impairments/disorders. In: Health for all students. 5th ed. Oxford: Oxford University Press. p. 258 81.
