Influences of Dialogic Reading on the Language Development of Toddlers
Bridges: Practice-Based Research Synthesis
Cutspec, P. (2004).
Bridges: Practice-Based Research Synthesis, 2(1), 1-12.
This systematic review investigates the effects of an interactive book reading intervention (dialogic reading) on literacy and language development of children under the age of four.
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Experimental research studies
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"Children in home-plus-daycare conditions demonstrated the greatest gains, followed by children in home conditions, and finally, children in daycare conditions" (p. 4).
Across all of the studies, the children demonstrated positive gains in expressive language development after dialogic reading intervention; the majority of whom were at risk for or identified with language delays prior to intervention.
"Based on the findings from this synthesis, dialogic reading does appear to have good potential for helping to increase the language development of very young children and, thus, increase the 'readiness' with which they enter school" (p. 4).
"The findings suggest that one-to-one reading conditions led to more positive outcomes than small-group reading sessions" (p. 4).
