Children and Dialogic Reading

Today, millions of children in advanced countries are growing up with limited vocabulary, reading and comprehension skills, social and relations skills. Missing tese skills means a limited understanding and control over ones own and others’ emotions. Scientific research as well as common sense tells us these skills have proven necessary to succeed in life.

For several decades, numerous academic studies have extensively demonstrated that despite the important role of the school and the time spent in the classroom, an inadequate family educational approach inevitably leads to the development of problems in the child at various levels, in terms of skills, interpersonal communication and behavior. The effects in the short term are relevant but, even worse, in the long term they reach the point of limiting the opportunities for success in life.

The school, the educational system as a whole, the personal sensitivity of teachers and parents, have contributed over time to the development of literacy programs in addition to the ordinary school programs, however there is no easy solution and problems often accumulate. Dialogic Reading as a method was designed in the 1980’s as a possible effective solution addressing literacy problems as a whole in children.

Dialogic Reading, as numerous studies in recent decades have shown, offers an adequate solution if applied from the youngest age to adolescence. It actively contributes to the development and literacy of the child and, at the same time, helps develop the child’s behavioral and relational skills. We believe that Dialogic Reading is today an indispensable tool because it offers an appropriate approach to the growth of the child, as well as offering a valid tool to all those families who cannot or fail to build a growth path for their children or who need to tackle specific growth issues and deficits in their children.

Dialogic Reading does not replace the normal learning path of a child nor does it replace the support of professionals when required, it however offers a valid tool that can effectively contribute to the development of the child and to the resolution of certain critical issues.

From a child’s point of view, Dialogic Reading offers a valid opportunity, it does not require any change or disruption in daily activities. It only requires the availability of a suitably chosen book and the commitment of the adult to follow a specific procedure while reading.