Numerous studies have been dedicated to the effects of Dialogic Reading on the development of a shared vocabulary and on the interactions between parents and children, as well as on the child’s interactions with others of the same age.

Huebner and Payne (2010) have shown in their academic research that, albeit with limited training in the Dialogic Reading method, parents who learn about it tend to use it permanently even after several years, as they recognize the positive effect of this method. Numerous researches have then highlighted that the Dialogic Reading method supports its use with young children but also with teenagers up to adolescence.

It is known from numerous specific researches that the level of parental education (Myrberg & Rosén, 2009) the mother tongue spoken by the parents (Halle, Hair, Wandner, McNamara & Chien, 2012) and the number of times parents read to children (Sénéchal & LeFevre, 2002) are all factors that have an effect on students’ academic performance. Therefore, an interesting academic research conducted by Diana Brannon and Linda Dauksas has shown that considering similar levels of education of the parents, the mother tongue spoken and the frequency of interaction with the children in reading, in two groups, one of which didn’t have information on Dialogic Reading while the other had, the group that used Dialogic Reading highlighted significant differences and benefits in the interaction between parents and children.

The benefits of Dialogic Reading are not limited, from a relational perspective, to the interaction between parents and children. They extend to the child’s ability to relate to their peers. In fact, an expanded vocabulary and a consequent greater ability to interpret events as well as greater precision in understanding the meaning of words, are all factors that facilitate the child’s relationship with his or her peers and other adults such as teachers.