Reading Beyond the Book: Educating Paraprofessionals to Implement Dialogic Reading for Preschool Children With Language Impairments

Abstract

We examined how educating paraprofessionals in preschool classrooms on dialogic reading (DR) affected their storybook reading and effects on children’s single word vocabulary. Through a single-case multiple-probe across participants design including four paraprofessionals and eight preschool children, we identified a functional relation between educating paraprofessionals in DR and implementation of the CROWD prompts; yet, no functional relation was observed for the implementation of the evaluate, expand, and repeat strategies. Data collected on children’s expressive near-transfer vocabulary showed all but one child made minimal gains from baseline to intervention, whereas receptive data remained stable for six participants. Results suggested that paraprofessionals implemented the strategies of DR with variable fidelity following a singular training and in-text supports. Additional supports may be necessary for all aspects of the intervention and generalization to be implemented with fidelity and for improvement to carryover to both receptive and expressive vocabulary skills for children.

The effects of practice-based coaching and scripted supports on teachers’ implementation of shared book reading strategies

“…The variability in Chelsea's data indicated she was not consistently successful at consolidating the targeted skills. Similar variability has been noted in previous research focused on providing PD on SBR strategies to early educators (i.e., paraprofessionals) combined with scripted supports (e.g., Towson et al, 2020). Unique to this study is a proximal measure of expressive vocabulary knowledge, demonstrating improvement on both literal and inferential knowledge for all child participants (i.e., research question 2).…”

“…The adult participants were lead teachers in an early childhood special education classroom in which all children were receiving special education services. Research on training of paraeducators to deliver evidence-based practices with preschool age children with disabilities continues to emerge (see Author; Towson et al, 2020). Teachers and paraeducators working together in the same classroom likely have an established relationship that could lend itself to a successful coach-coachee relationship.…”

Dialogic Reading Strategy for Billingual Child with Language Difficulties

“…The companion can also read the text in the book and give a prompt to the child to talk about the passage that has been delivered. Here are some prompts that can be used in dialogic reading, including CROWD (completion, recall, open-ended, wh-question, and distancing questions) (Lonigan & Whitehurst, 1998in Fleury & Schwartz, 2017Towson et al, 2020).…”

“…Dialogic reading is an interactive reading method that is done by a companion (parent, teacher, therapist, or other companion) with the child (Towson et al, 2017(Towson et al, , 2020Towson & Gallagher, 2014). In this activity, the companion uses specific questions to encourage children to talk during the book reading activity.…”

Practice-Based Coaching to Support Paraeducator Implementation of Shared Book-Reading Strategies in Preschool

“…Research suggests paraprofessionals can successfully learn to incorporate strategies or therapeutic practices into early learning environments (Ledford et al, 2018) but may require support to implement these strategies correctly (Hall et al, 2010). A recent study by Towson and colleagues (2020) suggests paraprofessionals may be a viable source of expanding the direct instruction of evidence-based teaching practices for young children with language impairments in preschool settings if more consistent coaching and in-book supports are provided.…”