The effect of preschool dialogic reading on vocabulary among rural Bangladeshi children

Opel, Aftab; Ameer, Syeda Saadia; Aboud, Frances E.

doi:10.1016/j.ijer.2009.02.008

Cited by 89 publications

(73 citation statements)

References 19 publications

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“…We did not find a particular benefit for expressive as opposed to receptive vocabulary, as has been previously reported (Opel et al, 2009; Whitehurst et al, 1988). Sénéchal (1997) contends that the development of expressive vocabulary is especially supported during BS via imitation and prompts for labelling, whereas receptive vocabulary is nurtured by increased frequency and exposure to novel vocabulary in the context of BS.…”

Section: Discussionsupporting

confidence: 82%

“…Teachers delivered dialogic BS to a sample of five to six year old children. Compared to controls who had not received the intervention, the children who had received the BS input evidenced large improvements in expressive vocabulary (Opel et al, 2009). Finally, we recently conducted a feasibility study in an impoverished South African sample from Khayelitsha, a peri-urban settlement on the outskirts of Cape Town.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The impact of dialogic book‐sharing training on infant language and attention: a randomized controlled trial in a deprived South African community

Vally

Murray

Tomlinson

et al. 2014

Child Psychology Psychiatry

122

115

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Background Dialogic book-sharing is an interactive form of shared reading. It has been shown in high income countries (HICs) to be of significant benefit to child cognitive development. Evidence for such benefit in low and middle income countries (LMICs) is scarce, although a feasibility study of our own produced encouraging findings. Accordingly, we aimed to establish the impact on child language and attention of providing training in dialogic booksharing to carers of infants in an impoverished South African community. Methods We conducted a randomized controlled trial in Khayelitsha, an informal settlement in South Africa. Mothers of infants aged between 14 and 16 months were recruited and randomized to either eight weeks of manualized training in dialogic book-sharing or a no-intervention control group. Independent assessments were made of infant language and attention at baseline and following training. The trial was registered (ISRCTN39953901). Results Ninety one carer-infant dyads were recruited and randomized to the intervention group (n = 49) or the control group (n = 42), 82 (90%) of whom were available for follow-up assessments. On a standardized carer report of infant vocabulary, compared to those in the control group, carers who received the intervention reported a significantly greater increase in the number of words understood by their infants as well as a larger increase in the number of words that their infant understood and could vocalize. Intervention group children also showed substantially greater gains on a measure of sustained attention. Conclusions In line with evidence from HICs, a dialogic book-sharing programme delivered to an impoverished South African sample was shown to be of considerable benefit to the development of child language and focussed attention. The training programme, which is simple and inexpensive to deliver, has the potential to benefit child cognitive development in LMIC contexts where such development is commonly compromised.

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Section: Discussionsupporting

confidence: 82%

Section: Introductionmentioning

confidence: 99%

The impact of dialogic book‐sharing training on infant language and attention: a randomized controlled trial in a deprived South African community

Vally

Murray

Tomlinson

et al. 2014

Child Psychology Psychiatry

122

115

View full text Add to dashboard Cite

show abstract

“…22,23 Several published reports have discussed the upgrades that are crucial, namely having an age-appropriate curriculum and lesson plans, with training and supervision to help paraprofessional teachers implement them. 6,8,[24][25][26] An earlier version of Plan's preschool program with somewhat lower quality yielded smaller preschool advantages which faded out by first grade. Plan Indonesia worked with experts and with communities to support additional capacity building through training and resources.…”

Section: Impact Evaluation In Indonesia Discussionmentioning

confidence: 99%

An impact evaluation of Plan Indonesia’s early childhood program

Aboud

Proulx

Asrilla³

2016

Can J Public Health

Self Cite

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OBJECTIVES: High-quality preschools are known to prepare children for success in primary school. Over half of Indonesia's children now pass through preschools whose quality and effectiveness are unknown. Our goal was to evaluate two government preschool models, namely kindergarten (TK) and the less formal health-post (PAUD), with and without capacity-building efforts of a non-governmental organization (NGO-Plan), on children's language and math skills. METHODS:Thirteen TK and 17 PAUD Plan-supported and the same number of government-supported preschools were randomly selected from East Nusa Tenggara, Indonesia. Five children from each (n = 292) and five who had graduated from each and were now in first grade (n = 241) were randomly selected and tested on language and math measures. The Plan-supported preschools were assessed for quality. Mothers reported on their family's socio-demographic situation and their child's preventive health practices, illnesses and diet over the previous two weeks.RESULTS: Analyses of covariance adjusting for clusters indicated that children attending Plan-supported preschools performed better overall, and especially those in TK preschools. Plan-supported TKs were observed to have higher quality than Plan-supported PAUDs. First graders who graduated from Plansupported preschools, both TK and PAUD, achieved higher scores on language and math tests than government-supported graduates. Preventive health practices were better in the Plan group, though diet and height-for-age were poor overall.CONCLUSIONS: Upgrades to the government preschool program are needed to raise its quality and effectiveness, specifically by introducing a mix of instructional and indoor free-choice play, resources and teacher training to support children's learning. KEY WORDS:Preschool; classroom quality; early childhood education; LMIC; capacity building; school readiness La traduction du résumé se trouve à la fin de l'article.

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“…Results showed that the children's vocabulary, rhyme, and concept about print referencing were significantly improved. Opel, Ameer, and Aboud (2009) examined the effectiveness of a four-week dialogic reading intervention with rural Bangladeshi preschoolers with the intention of increasing their expressive vocabulary. Eighty preschoolers were randomly selected from five preschools.…”

Section: Dialogic Readingmentioning

confidence: 99%

The Influence of Parents’ Backgrounds, Beliefs about English Learning, and a Dialogic Reading Program on Thai Kindergarteners’ English Lexical Development

Petchprasert¹

2014

ELT

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This study investigated parents' backgrounds and their beliefs about English language learning, and compared the receptive English vocabulary development of three to six year-old-Thai children before and after participating in a parent-child reading program with the dialogic reading (DR) method. Fifty-four single parents of 54 children voluntarily participated in the study. The parents were surveyed to determine if their demographic data, beliefs, and DR method affected their children's vocabulary development. The children were tested on fourteen English words before and after participating in the program. The results showed that parents' beliefs about English language learning affected expectations on their children's language success. In addition, the children's achievement was related to the use of DR method. The children yielded significant greater gains in knowledge of vocabulary and their ability to infer the meanings from pictures after engaging in the reading program.

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The effect of preschool dialogic reading on vocabulary among rural Bangladeshi children

Cited by 89 publications

References 19 publications

The impact of dialogic book‐sharing training on infant language and attention: a randomized controlled trial in a deprived South African community

The impact of dialogic book‐sharing training on infant language and attention: a randomized controlled trial in a deprived South African community

An impact evaluation of Plan Indonesia’s early childhood program

The Influence of Parents’ Backgrounds, Beliefs about English Learning, and a Dialogic Reading Program on Thai Kindergarteners’ English Lexical Development

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