Scientific research indicates that promoting academic success in young children involves the integration of skills across multiple domains. For example, by using dialogic reading, a shared reading technique studied extensively at a scientific level especially in the last thirty years, and by using books of good quality, teachers can emphasize the areas of overlap between literacy and expressive skills on the one hand, and socio-emotional learning on the other hand, to offer a multidisciplinary learning experience to children.

Dialogic Reading involves reading and conversation on books with children in small groups. Studied for over three decades and the subject of hundreds of scientific researches in different contexts with children from 3 to 12 years, Dialogic reading’s proved positive effects on the development of oral language, on the expressive and understanding skills of the child, thus becoming a cornerstone of emerging literacy. It is no coincidence that Dialogic Reading is increasingly gaining ground among teachers and parents. As part of a Dialogic Reading classroom group, children also benefit from the social experience of listening to others, alternating with and understanding their peers, sharing topics, thoughts and imagination. Using Dialogic Reading with books that have adequate quality content, teachers can accompany the reading activity with related activities in which socio-emotional skills are promoted and stimulated.

The pedagogical value of Dialogic Reading as a method is consolidated in various countries of the world.