Implementing and Adapting Dialogic Reading for Deaf and Hard of Hearing Elementary School Students: Case Studies of Three Teachers

Urbani, Jacquelyn

doi:10.1353/aad.2019.0011

Cited by 4 publications

(7 citation statements)

References 70 publications

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“…CROWD is used for the various kinds of questions: Completion questions (asking the children to complete a phrase); Recall (asking the children to remember details); Open-ended questions (encouraging the children to discuss story ideas and use new words); Wh-word questions (what, who, where, when, why); and Distancing questions, which connect the book to the children’s lives, thereby closing the distance between the text and the individual child. (Urbani, 2019, p. 99; see also Whitehurst, Epstein, et al, 1994)…”

mentioning

confidence: 90%

“…The implementation of any new intervention requires a great deal of forethought and effort, and DR is no exception. Particularly with the use of small groups, teachers need to determine those groupings, consider what activities need to occur prior to the small groups, communicate with classroom staff, and plan the progression of activities for multiple groups in order for information to be applicable from lesson to lesson (Urbani, 2019).…”

Section: Implementation Of Dialogic Readingmentioning

confidence: 99%

“…DR is meant to engage students in conversation, rereadings, and retellings of books (Whitehurst, Arnold, et al, 1994). In prior research with students experiencing language delays (Urbani, 2019), in order to synchronize learning, teachers chose books to read to students during DR that could also be used for reading instruction. However, they encountered problems with this.…”

Section: Implementation Of Dialogic Readingmentioning

confidence: 99%

“…The examples provided could be used when reading the children’s book If You Give a Mouse Cookie (Numeroff, 1985). The techniques of PEER and CROWD are adapted from Pearson Early Learning (2006); see also Urbani (2019).…”

Section: Implementation Of Dialogic Readingmentioning

confidence: 99%

“…In particular, students experiencing a language issue, such as those with a speech impairment or those who are English learners, or both, will need more support in participating in conversation. The following questioning strategies can be utilized: giving students more time to process the question and their response (Smith & King, 2017), repeating the question, rephrasing the question, providing more information, providing choices for the response, and using other students as models of the correct response (Urbani, 2019).…”

Section: Implementation Of Dialogic Readingmentioning

confidence: 99%

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

Urbani

2020

TEACHING Exceptional Children

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mentioning

confidence: 90%

Section: Implementation Of Dialogic Readingmentioning

confidence: 99%

Section: Implementation Of Dialogic Readingmentioning

confidence: 99%

Section: Implementation Of Dialogic Readingmentioning

confidence: 99%

Section: Implementation Of Dialogic Readingmentioning

confidence: 99%

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

Urbani

2020

TEACHING Exceptional Children

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Rodzice w procesie rozwijania umiejętności językowych i czytelniczych młodszych dzieci ze specjalnymi potrzebami rozwojowymi – stan badań i perspektywy badawcze

Kuracki¹

2022

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Streszczenie: W artykule dokonano przeglądu badań empirycznych dotyczących czynników determinujących rodzicielskie strategie rozwijania umiejętności językowych i kształtowania gotowości do czytania i pisania dzieci ze specjalnymi potrzebami rozwojowymi w okresie wczesnego i średniego dzieciństwa. Szczególną uwagę zwrócono na zróżnicowane praktyki rodziców w zakresie organizowania i przebiegu wczesnych inicjacji czytelniczych, podejmowanych w środowisku domowym. Przeprowadzona analiza prac empirycznych pozwoliła na wskazanie obszarów dociekań naukowych w prowadzonych współcześnie projektach badawczych oraz na zarysowanie możliwych kierunków przyszłych badań z zakresu omawianej problematyki.Słowa kluczowe: rodzice, specjalne potrzeby rozwojowe, umiejętności językowe, czytanie. WprowadzenieZgodnie z założeniami teorii wyjaśniających proces uczenia się i czytania w perspektywie socjokulturowej (Wygotski ), socjokognitywnej (Ruddel i Unrau ; Scha er ) oraz społeczno-pragmatycznej (Tomasello ), ważną rolę w rozwijaniu umiejętności językowych i czytelniczych odgrywają wczesne interakcje dziecka ze słowem drukowanym, zachodzące w relacji z innymi, bardziej doświadczonymi czytelnikami, przede wszystkim z rodzicami. Wczesna alfabetyzacja (emergent literacy, early literacy), zachodząca podczas tzw. sytuacji

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Peer interactions during storybook reading on children’s knowledge construction: an experimental study on K2 and K3 children

Wu,

2024

Front. Educ.

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This study explored the effects of peer interactions on kindergarten children’s construction of conservation and conflict resolution knowledge during storybook reading. Previous studies have identified that peer interactions can support the meaning-making processes of children in social relationships and problem-solving, but little is known about whether the interaction with mixed-age or more competent peers is more important in supporting knowledge construction. Sixty-four younger children in K2 and older children in K3 with similar socioeconomic backgrounds were recruited from a Montessori kindergarten in Kunming, China. An experimental design was applied to explore age group and conserver dominance effects on conservation and conflict resolution. Children were assigned randomly to eight groups in three 30-to-40-min intervention sessions. Each session had a different theme for the children to learn about conservation and conflict resolution concepts and a hands-on activity to practice and discuss. ANOVAs were performed to test group effects, while multiple regression analyses were conducted to explore individual variations in age and pre-test scores in predicting post-test scores. Conservation knowledge was significantly better among children who differed in age groups in the post-test, but differences were not found in conflict resolution knowledge. Groups balanced with equal conservers and non-conservers improved the best, suggesting that peer social interactions can facilitate conservation and conflict resolution construction. These results provide new insights for early childhood educators to support peer interactions and children’s development. Implications, limitations, and future research are discussed.

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Implementing and Adapting Dialogic Reading for Deaf and Hard of Hearing Elementary School Students: Case Studies of Three Teachers

Cited by 4 publications

References 70 publications

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

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

Rodzice w procesie rozwijania umiejętności językowych i czytelniczych młodszych dzieci ze specjalnymi potrzebami rozwojowymi – stan badań i perspektywy badawcze

Peer interactions during storybook reading on children’s knowledge construction: an experimental study on K2 and K3 children

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