Scientific research and Dialogic Reading

The scientific literature supporting Dialogic Reading is today widespread. Starting from the early 1980s, Dialogic Reading went through three different research stages.

First stage, 1980s: in this phase, research on Dialogic Reading targeted families with significant relational and educational deficits, characterized by parents who dedicated little or no time to children or had limited interaction with children, due to their job or cultural gaps. The purpose of Dialogic Reading was to study an effective way to solve the literacy gap of low-income families children;

Second stage, 1990s-2000s: Dialogic Reading research extends to wider age groups and to children with an average literacy level. In fact, if the method was born as a solution to tackle low-income families educational gaps, it actually proved to be equally effective even in older children with regular study paths and living in well-off families. Dialogic Reading proved effective in offering valid support for the general growth and development of children;

Third stage, 2010s onwards: numerous studies investigated the benefits of Dialogic Reading in children with learning difficulties or deficits ranging from dyslexia to autism.

Below is a partial and non-exhaustive list of studies regarding Dialogic Reading.

Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24(4), 552–559. 

Lonigan, C. J., Anthony, J. L., Bloomfield, B. G., Dyer, S. M., & Samwel, C. S. (1999). Effects of two shared-reading interven- tions on emergent literacy skills of at-risk preschoolers. Jour- nal of Early Intervention, 22(4), 306–322.

Lonigan, C. J., & Whitehurst, G. J. (1998). Relative efficacy of parent and teacher involvement in a shared-reading interven- tion for preschool children from low-income backgrounds. Early Childhood Research Quarterly, 13(2), 263–290.

Wasik, B. A., & Bond, M. A. (2001). Beyond the pages of a book: Interactive book reading and language development in pre-school classrooms. Journal of Educational Psychology, 93(2), 243–250.

Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994). A picture book reading in- tervention in day care and home for children from low-income families. Developmental Psychology, 30(5), 679–689.

Whitehurst, G. J., Epstein, J. N., Angell, A. L., Payne, A. C., Crone, D. A., & Fischel, J. E. (1994). Outcomes of an emergent literacy intervention in Head Start. Journal of Educational Psy- chology, 86(4), 542–555.

Epstein, J. N. (1994). Accelerating the literacy development of disadvantaged preschool children: An experimental evaluation of a Head Start emergent literacy curriculum. Dissertation Abstracts International, 55(11), 5065B. (UMI No. 9510085)

Zevenbergen, A. A., Whitehurst, G. J., & Zevenbergen, J. A. (2003). Effects of a shared-reading intervention on the in- clusion of evaluative devices in narratives of children from low-income families. Journal of Applied Developmental Psychology, 24, 1–15.

Crain-Thoreson, C., & Dale, P. S. (1999). Enhancing linguistic performance: Parents and teachers as book reading partners for children with language delays. Topics in Early Childhood Special Education, 19(1), 28–39.

Hargrave, A. C., & Sénéchal, M. (2000). A book reading interven- tion with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15(1), 75–90.

Whitehurst, G. J., Zevenbergen, A. A., Crone, D. A., Schultz, M. D., Velting, O. N., & Fischel, J. E. (1999). Outcomes of an emergent literacy intervention from Head Start through second grade. Journal of Educational Psychology, 91(2), 267–272.

Brannon, D., & Dauksas, L. (2014). The effectiveness of dialogic reading in increasing English language learning preschool children’s expressive language. International Research in Early Childhood Education5, 1-10.

Flynn, K. S. (2011). Developing children’s oral language skills through dialogic reading: Guidelines for implementation. Teaching Exceptional Children44, 8-16. doi: 10.1177/004005991104400201

Stephenson, J. (2010). Book reading as an intervention context for children beginning to use graphic symbols for communication. Journal of Developmental and Physical Disabilities22, 257-271. doi: 10.1007/s10882-009-9164-6

Swanson, E., Vaughn, S., Wanzek, J., Petscher, Y., Heckert, J., Cavanaugh, C., . . . Tackett, K. (2011). A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties. Journal of Learning Disabilities44, 258-275. 

Jacqueline Towson (2015), Dialogic Reading: Language and Preliteracy Outcomes for Young Children with Disabilities. Georgia State University, Educational Psychology, Special Education, and Communication Disorders Dissertations, Department of Educational Psychology, Special Education, and Communication Disorders.

Diana Brannon, Linda Dauksas, (2012) Studying the Effect Dialogic Reading has on Family Members’ Verbal Interactions During Shared Reading, SRATE Journal Summer 2012, Vol. 21, Number 2, Pages 9-20

Diana Brannon, Linda Dauksas (2014) The Effectiveness of Dialogic Reading in Increasing English Language Learning Preschool Children’s Expressive Language, International Research in Early Childhood Education, Vol. 5, No. 1, 2014, page 1-10.

August, D., Carlo, M., Dressler, C., & Snow, C. (2005). The critical role of vocabulary development for English language learners. Learning disabilities Research & Practice, 20(1), 50-57.

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literacy development of children from low-income families. In D. Dickenson (Ed.), Bridges to literacy: Children, families and schools (pp. 19-40). Cambridge, MA: Blackwell.

Biemiller, A., & Boote, C. (2006). An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology, 98(1), 44-62.

Biemiller, A., & N. Slonim. (2001). Estimating root word vocabulary growth in normative and advantaged populations: Evidence for a common sequence of vocabulary acquisition.
Journal of Educational Psychology, 93(3), 498–520.

Bloom, P. (2002). How children learn the meaning ofwords. Cambridge, MA: MIT Press. DeBaryshe, B. D. (1995). Maternal belief systems: Linchpin in the home reading process.

Duran, L. K. (2008). An analysis of verbal interactions during dialogic reading with Spanish-
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Farkas, G., & Beron, K. (2004). The detailed age trajectory of oral vocabulary knowledge: Differences by class and race. Social Science Research, 33(3), 464-497.

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Huebner, C. E., & Payne, K. (2010). Home support for emergent literacy: Follow-up of a community-based implementation of dialogic reading. Journal Of Applied Developmental Psychology, 31(3), 195-201.

Jalongo, M. & Sobolak, M. (2011). Supporting young children’s vocabulary growth: The challenges, the benefits, and evidence-based strategies. Early Childhood Education Journal, 38(6), 421- 429.

Kertoy, M. K. (1994). Adult interactive strategies and the spontaneous comments of preschoolers during joint storybook readings. Journal of Research in Childhood Education, 9(1), 58-67.

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Mol, S. E., Bus, A. G., De Jong, M. T., & Smeets, D. J. H. (2008). Added value of dialogic parent-child book readings: A meta-analysis. Early Education and Development, 19, 7–26.

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Aram, D., Fine, Y., & Ziv, M. (2013). Enhancing parent–child shared book reading interactions: Promoting references to the book’s plot and socio-cognitive themes. Early Childhood Research Quarterly28(1), 111-122.

Arnold, D. H., Lonigan, C. J., Whitehurst, G. J., & Epstein, J. N. (1994). Accelerating language development through picture book reading: Replication and extension to a videotape training format. Journal of educational psychology86(2), 235.

Bellon, M. L., Ogletree, B. T., & Harn, W. E. (2000). Repeated storybook reading as a language intervention for children with autism: A case study on the application of scaffolding. Focus on Autism and Other Developmental Disabilities15(1), 52-58.

Biemiller, A., & Slonim, N. (2001). Estimating root word vocabulary growth in normative and advantaged populations: Evidence for a common sequence of vocabulary acquisition. Journal of Educational Psychology, 93(3), 498.

Blom‐Hoffman, J., O’Neil‐Pirozzi, T. M., & Cutting, J. (2006). Read together, talk together: The acceptability of teaching parents to use dialogic reading strategies via videotaped instruction. Psychology in the Schools43(1), 71-78.

Blom-Hoffman, J., O’Neil-Pirozzi, T., Volpe, R., Cutting, J., & Bissinger, E. (2007). Instructing parents to use dialogic reading strategies with preschool children: Impact of a video-based training program on caregiver reading behaviors and children’s related verbalizations. Journal of Applied School Psychology23(1), 117-131.

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Briesch, A. M., Chafouleas, S. M., Lebel, T. J., & Blom‐Hoffman, J. A. (2008). Impact of videotaped instruction in dialogic reading strategies: An investigation of caregiver implementation integrity. Psychology in the Schools45(10), 978-993.

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Chow, B. W. Y., McBride-Chang, C., Cheung, H., & Chow, C. S. L. (2008). Dialogic reading and morphology training in Chinese children: Effects on language and literacy. Developmental Psychology44(1), 233.

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