Effects of Dialogic Reading on the Language Development of 4- and 5- Year-Old Children
Bridges: Practice-Based Research Synthesis
Cutspec, P. (2006).
Bridges: Practice-Based Research Synthesis, 4(3), 1-15.
This systematic review investigates the effects of an interactive book reading intervention (i.e., dialogic reading) on the literacy and language development of preschool children with, or at-risk for, language delays.
Findings demonstrated that the greatest gains were seen in children in the home-plus-daycare conditions followed by children in home conditions, and finally, children in daycare only conditions. This suggests that one-to-one reading conditions demonstrated more positive outcomes when compared to small-group reading sessions.
Findings indicated that dialogic reading has potential to produce positive gains in language development, especially in the area of expressive language (i.e., mean length of utterance, expressive vocabulary).
