Dialogic Reading: Implementing an Evidence-Based Practice in Complex Classrooms

Urbani, Jacquelyn

doi:10.1177/0040059920917694

Cited by 6 publications

(4 citation statements)

References 45 publications

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Background: Dialogic reading (DR; Whitehurst et al, 1988) is an evidence-based intervention that promotes children's active participation in shared reading (Towson, 2016;Urbani, 2020; WWC, 2007 WWC, , 2010. Since the development of DR, there has been a proliferation of studies evaluating the conditions and populations with which it is effective.

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confidence: 99%

The story so far: A systematic review of the dialogic reading literature

Pillinger¹,

Vardy

2022

Journal Research in Reading

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Background Dialogic reading (DR; Whitehurst et al., 1988) is an evidence‐based intervention that promotes children's active participation in shared reading (Towson, 2016; Urbani, 2020; WWC, 2007, 2010). Since the development of DR, there has been a proliferation of studies evaluating the conditions and populations with which it is effective. However, to date, there has not been a systematic review of the literature focusing specifically on the impact of DR on the literacy and non‐literacy skills of children under 10 years old. As DR research evolves, it is important that a review of the existing literature is undertaken to capture these advances and guide future research. Methods Following the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses protocol, the aim of this review is to systematically explore, synthesise and critically evaluate the extant literature. A systematic search of electronic databases identified 46 relevant studies, and the overall methodological quality of the studies was assessed using the MMAT. Results Findings are organised according to sample and population, country of origin and setting, programme duration, language and literacy outcomes, social‐emotional and other cognitive outcomes, impact and effect sizes to provide overview and insight into where and with whom DR is most effective. Conclusions The review findings suggest DR can positively impact a wide range of language and literacy skills for children under 5 years. There is some evidence that DR can have positive effects on enjoyment of reading, reading motivation, parental–child attachment, parental confidence and stress. However, the extant research is subject to limitations, and more methodologically robust research is needed to enable thorough assessment of the conditions in which DR is most effective.

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confidence: 99%

The story so far: A systematic review of the dialogic reading literature

Pillinger¹,

Vardy

2022

Journal Research in Reading

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“…Effective read-alouds should include an engaging read of the story and multiple re-reads (Flynn, 2011;Urbani, 2020) that "promote reflection on self, society, history, opportunity,…”

Section: Read In An Engaging Mannermentioning

confidence: 99%

“…Effective read‐alouds should include an engaging read of the story and multiple re‐reads (Flynn, 2011; Urbani, 2020) that “promote reflection on self, society, history, opportunity, and possibilities” (Möller, 2016, p. 65; Muhammad, 2023). Therefore, the teacher's role is to “facilitate conversation, encourage student sharing, and to introduce situations, events, and ways of thinking” (Möller, 2002, p. 472).…”

Section: Learning Through Read‐aloudsmentioning

confidence: 99%

Learning about America's Racial Issues: Beginning Difficult Conversations through Read‐Alouds

Urbani,

Monroe‐Speed,

Doshi

2024

The Reading Teacher

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Multiple racial issues in America have been brought to the forefront by the recent deaths of African Americans, yet many teachers feel unprepared to engage with students around issues of race. Their discomfort is likely because traditional textbooks omitted the experiences of non‐dominant, marginalized groups, thereby denying readers an opportunity for a rich, multifaceted understanding of historical events. Education has also become politicized, resulting in educational gag orders and book bans. This article recommends using read‐alouds with children's literature to begin the complex conversations and learning around America's racial history and how it has led to contemporary situations. Using the book Let the Children March, we provide examples of how to prepare for discussion and instruction that recognizes the varied experiences of diverse Americans and honors their contributions to our democracy.

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“…Dialogic reading adalah kegiatan membaca buku bergambar interaktif bersama yang dirancang untuk meningkatkan bahasa anak-anak dan keterampilan literasi (WWC, 2010). Dalam dialogic reading, guru didorong untuk menggunakan teknik PEER (Prompt, Evaluate, Expand, Repeat) dan CROWD (Completion, Recall, Open-ended question, Wh-question, Distancing) (Urbani, 2020). Dialogic reading peneliti gunakan sebagai referensi bagi guru untuk aktivitas pengajaran di kelas yang telah terbukti dapat mendukung kemampuan berbahasa pada anak yang mengalami gangguan bahasa (Maul & Ambler, 2014;Ramsey et al, 2021).…”

Section: Latar Belakangunclassified

MENALI Workshop to Improve Teacher Strategies for Teaching Preschool Children at Risk of Developmental Language Disorder (DLD)

Ayuningtyas¹,

Suharso²,

Hapsari³

2023

Psikoborneo

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Developmental language disorder (DLD) is a disorder that affects children's language and/or speech abilities. The diagnosis of DLD usually appears at the age of 5 years and over, but signs of children at risk for DLD begin to appear at the age of 3 years or preschool years. Therefore, the teacher's role is needed in understanding and teaching preschool children at risk of DLD in teaching and learning activities. An intervention program in the form of a MENALI (Mengajar Anak dengan Resiko DLD) workshop was conducted at one of the kindergarten in West Jakarta to improve teacher teaching strategies for preschool children at risk of DLD. The results of the intervention show that this intervention has been shown to significantly improve teacher teaching strategies for preschoolers at risk of DLD. The results of the intervention follow-up also showed that there was progress in the language skills of preschoolers at risk of DLD.Developmental language disorder (DLD) merupakan gangguan perkembangan bahasa yang mempengaruhi kemampuan berbahasa dan/atau berbicara pada anak. Diagnosis DLD biasanya muncul pada usia 5 tahun ke atas, namun tanda-tanda anak dengan resiko DLD mulai terlihat pada usia 3 tahun atau masa usia prasekolah. Oleh karena itu, diperlukan peran guru dalam memahami dan mengajar anak prasekolah dengan resiko DLD dalam kegiatan belajar mengajar. Sebuah program intervensi berupa workshop MENALI (Mengajar Anak dengan Resiko DLD) dilakukan di salah satu KB-TK di Jakarta Barat untuk meningkatkan strategi mengajar guru pada anak prasekolah dengan resiko DLD. Hasil intervensi menunjukkan bahwa program ini terbukti secara signifikan meningkatkan strategi mengajar guru pada anak prasekolah dengan resiko DLD. Hasil follow up intervensi juga turut menunjukkan bahwa terdapat kemajuan kemampuan berbahasa anak prasekolah dengan resiko DLD.

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Dialogic Reading: Implementing an Evidence-Based Practice in Complex Classrooms

Cited by 6 publications

References 45 publications

The story so far: A systematic review of the dialogic reading literature

The story so far: A systematic review of the dialogic reading literature

Learning about America's Racial Issues: Beginning Difficult Conversations through Read‐Alouds

MENALI Workshop to Improve Teacher Strategies for Teaching Preschool Children at Risk of Developmental Language Disorder (DLD)

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