Effects of the Dialogic and Traditional Reading Techniques on Children's Language Development

Şimşek, Zeynep Ceren; Erdoğan, Nesrin Işıkoglu

doi:10.1016/j.sbspro.2015.07.172

Cited by 57 publications

(37 citation statements)

References 15 publications

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“…For example, a 5-day training in dialogic reading for pre-school teachers in Bangladesh improved expressive vocabulary scores in children (Opel, Ameer, & Aboud, 2009). Similarly, dialogic reading training for kindergarten teachers improved child phonological awareness in Egypt (Elmonayer, 2013) and receptive and expressive vocabulary in Turkey (Simsek & Erdogan, 2015). Indeed, most dialogic reading interventions in LMICs have been implemented in classroom settings, with teachers or researchers engaging in dialogic reading with children.…”

Section: Dialogic Readingmentioning

confidence: 99%

Enhancing Young Children's Language Acquisition through Parent-Child Book-Sharing: A Randomized Trial in Rural Kenya

Knauer

Jakiela

Ozier³

et al. 2019

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Worldwide, 250 million children under five (43%) are not meeting their developmental potential because they lack adequate nutrition and cognitive stimulation in early childhood. Several parent support programs have shown significant benefits for children's development, but the programs are often expensive and resource intensive. The objective of this study was to test several variants of a potentially scalable, cost-effective intervention to increase cognitive stimulation by parents and improve emergent literacy skills in children. The intervention was a modified dialogic reading training program that used culturally and linguistically appropriate books adapted for a low-literacy population. We used a cluster randomized controlled trial with four intervention arms and one control arm in a sample of caregivers (n = 357) and their 24-to 83-month-old children (n = 510) in rural Kenya. The first treatment group received storybooks, while the other treatment arms received storybooks paired with varying quantities of modified dialogic reading training for parents. Main effects of each arm of the trial were examined, and tests of heterogeneity were conducted to examine differential effects among children of illiterate vs. literate caregivers. Parent training paired with the provision of culturally appropriate children's books increased reading frequency and improved the quality of caregiver-child reading interactions among preschool-aged children. Treatments involving training improved storybook-specific expressive vocabulary. The children of illiterate caregivers benefited at least as much as the children of literate caregivers. For some outcomes, effects were comparable; for other outcomes, there were differentially larger effects for children of illiterate caregivers.

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Section: Dialogic Readingmentioning

confidence: 99%

Enhancing Young Children's Language Acquisition through Parent-Child Book-Sharing: A Randomized Trial in Rural Kenya

Knauer

Jakiela

Ozier³

et al. 2019

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“…Shared reading between parents and children can strengthen bonding and improve language skills and vocabulary knowledge. Dialogic reading, known as a shared picture book reading intervention for preschoolers, has been suggested to boost the preschooler's language abilities [19][20][21]. Moreover, the new understanding of brain development through neuroimaging studies has also suggested that the first 1000 days are the crucial developmental stage for later cognitive development.…”

Section: Environments Supporting Emergent Readingmentioning

confidence: 99%

Emergent Reading and Brain Development

Wang¹

2019

Early Childhood Education

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Emergent reading emphasizes the developmental continuum aspect of learning to read and advocates the importance of reading-related behaviors occurring before school. Brain imaging evidence has suggested high plasticity of young children's brains, and emergent reading experience can shape the brain development supporting fluent reading. The brain imaging evidence elucidates our understanding of the importance of emergent reading from a neurobiological point of view. Future studies are needed to understand how emergent reading experience can become protective factor for children at risk for reading impairments. Future studies need to design early interventions to improve emergent reading experience which is a crucial period.

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“…Dialogic reading is an approach to book-sharing that emphasizes children's active engagement, offering parents (or teachers) practical tools to encourage children to articulate their own questions and ideas about a story (Whitehurst et al 1988;Zevenbergen and Whitehurst 2003). Dialogic reading programs have been shown to improve children's expressive vocabulary and emergent literacy skills in high-income countries (Mol et al, and Simsek and Erdogan (2015) find that classroom-based dialogic reading programs improved child vocabulary in Bangladesh, Egypt, and Turkey, respectively. In South Africa, a dialogic book-sharing intervention provided to mothers with children aged 14 to 18 months increased children's sustained attention and vocabulary (Murray et al 2016;Vally et al 2016).…”

Section: Dialogic Readingmentioning

confidence: 99%

Evaluating Multilingual Early Reading as the Groundwork for Education: A Cluster-Randomized Trial in Kenya

Ozier¹,

Jakiela²,

Fernald³

et al. 2019

AEA Randomized Controlled Trials

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We conduct a cluster-randomized evaluation of an early literacy intervention that provided Kenyan parents with illustrated children's storybooks and modified dialogic reading training. Rural communities were randomly assigned to treatment or control. Within treatment communities, households were further randomized to receive children's storybooks in either Luo (the mother tongue of all children in the sample) or English (a national language, and the primary language of instruction in grade 4 of primary school and beyond). We estimate the impacts of treatment on children's vocabulary and literacy skills. Our design also allows us to document household responses to the intervention including behavioral responses by parents and older siblings and overall impacts on parental time investments in children.

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Effects of the Dialogic and Traditional Reading Techniques on Children's Language Development

Cited by 57 publications

References 15 publications

Enhancing Young Children's Language Acquisition through Parent-Child Book-Sharing: A Randomized Trial in Rural Kenya

Enhancing Young Children's Language Acquisition through Parent-Child Book-Sharing: A Randomized Trial in Rural Kenya

Emergent Reading and Brain Development

Evaluating Multilingual Early Reading as the Groundwork for Education: A Cluster-Randomized Trial in Kenya

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