Summer reading and Dialogic Reading

The books recommended for Dialogic Reading are also particularly recommended for summer readings by children and teenagers. The greater availability of time by parents, grandparents and family members during the summer period makes it possible to implement the Dialogic Reading method more easily in the family, to the benefit of younger children and young people up to 12 years of age.

In recent 2008 research conducted by Paul L. Morgan and Catherine R. Meier, it is stated that “Young children who enter school with poor oral vocabulary skills can be doubly disadvantaged. Their poor oral vocabulary skills will likely hamper their attempts to become expert readers, while also increasing the frequency of their problematic behaviors. ” The two researchers add, citing a 2000 research by Kaiser, Hancock, Cai, Foster and Hester and numerous other recent researches, that poor oral vocabulary skills and problematic behavior constantly coexist that the correlation between the two problems persists as the child grows. as the research of Griffith, Rogers-Adkinson, and Cusick (1997) also demonstrates.

Why do poor language skills and problematic behavior often occur together? One hypothesis is that poor oral vocabulary skills make it more difficult for children to use the so-called pragmatic language, thus leading to more aggressive behaviors or refusal of involvement. Pragmatic language is the ability to establish and sustain topics of conversation, match one’s level of communication with that of others and adapt one’s communication to listeners to make it understandable (Norris, 1995). Poor pragmatic language skills could adversely affect a child’s behavioral and social decision making (McDonough, 1989).

Researchers have consistently found a connection between poor pragmatic language proficiency and behavioral or social skills deficits. Both Bain (2001) and Cohen et al. (1993) found that language deficiencies contribute to children’s difficulties in interacting with peers and adults and therefore lead to the development of social skills deficits. Fujiki, Brinton, Morgan, and Hart (1999) observed that children with language disabilities were much more likely to be less involved and avoid peer interactions than children who exhibited normotypical language development. The researchers also found that language deficits in young children almost always predict later behavioral difficulties.

As Paul L. Morgan and Catherine R. Meier explain in the research cited above, “A well-established method of improving a child’s oral vocabulary skills is to frequently read children’s books with him or her. Frequent shared reading of children’s books leads to vocabulary growth and, in turn, success in reading and other academic areas (e.g. Bus, van IJzendoorn, & Pellegrini, 1995; Crain-Thoreson & Dale, 1992; Debaryshe , 1993; Senechal, LeFevre, Hudson, & Lawson, 1996; Whitehurst et al., 1999). A particularly well-validated reading intervention for shared children’s books is Dialogic Reading.

Summer Dialogic Reading, which therefore involves the parent-children / grandparents-grandchildren or relatives-children relationship for a sufficiently extended period around the reading and discussion of children’s books, can significantly contribute to the formation of the child’s vocabulary, precisely because it is carried out in a relaxed environment and circumstance and, consequently, can be an important tool for developing, correcting and consolidating the child’s behavioral skills. benefits will then be evident on return to school but also in playful activities with other children during the summer.