Language Strategies Key Features Assignment- Dialogic/Shared Book Reading Name: Savannah Theil

Author/ Research Question Participants Settings Implementer Independent Variable Dependent Results Social
Citation s Variable Validity/Usability
Towson, J. A., 1. Will dialogic 42 students Dialogic The principal • All groups received • Receptive • Overall the • Weekly
Gallagher, P. A reading, with ages 3-5 with a reading was investigator repeated readings vocabulary intervention fidelity
., & incorporation primary led in and one three times a week skills group checks were
Bingham, G. E. of pause time, eligibility of intervention research for two weeks of • Children’s performed completed
(2016). promote the significant classroom, assistant the same three- ability to significantly for one
Dialogic receptive developmental and regular story books, with identify age- better than intervention
reading. Journ vocabulary delay, and all reading was six exposures of appropriate the and
skills of young had a current led in each book vocabulary, comparison comparison
al of Early
Intervention, 3
children with IEP. comparison • Dialogic reading using a list of group for session per
disabilities? Intervention classrooms, intervention 45 words, 15 both each of the
8(4), 230- 2. Will using used small all in quieter groups: target words, receptive two
246. https://d dialogic groups of 3-5 areas of • Included prompts and the and researchers
oi.org/10.117 reading, with students preschool remaining 30 expressive implementing
and materials from
7/1053815116 incorporation classrooms Read Together, words that vocabulary, the
668643 of pause time, Talk Together kits, were not for each list intervention
promote the which contained 20 explicitly of words • Results
expressive books, as well as targeted • There were showed high
vocabulary teacher and parent • Expressive no compliance
skills of young notes for each book vocabulary significant
children with that included skills differences
disabilities? suggested prompts between
3. Will using and vocabulary groups on
dialogic words that can be other
reading, with targeted using measures of
incorporation dialogic reading receptive
of pause time, • Three books from language,
promote the the kit were expressive
preliteracy selected, and five language, or
skills of young different preliteracy
children with vocabulary words skills
disabilities> were chosen for
each book, for a
total of 15 different
targeted words
• Each book for the
group was scripted
by using typed
 notes taped to
pages, 15 prompts
total using
CROWD strategies
(completion, recall,
open-ended
questions, wh-
questions,
distancing), with
five prompts
targeting each of
the 5 vocabulary
words, and the
other 10 prompts
targeting general
receptive and
expressive
language skills
• Of the 10 prompts,
only 5 were used
for each reading of
each book for each
three repeated reads
• Pause time was
used and defined as
allowing 5 seconds
of time to elapse
following the
presentation of
each of the 10
prompts per book
reading session
• If none of the
children responded
within 5 seconds,
the prompts were
repeated. If they
did not respond
after the second
presentation of the
prompt, the
researcher modeled
 the appropriate
response and asked
the children to
repeat the model.
• This procedure was
repeated for all 10
prompts per
session.
• If the prompt
involved a direct
reference to a
picture in the book,
the researcher
pointed to the
specific reference
as the prompt was
given.
Crain- 1. What is the 32 children At a school The PPVT-R • Triads of children • Variance, with • Parents and • The lack of
Thoreson, C., effectiveness qualifying for across three and the with similar time (Pretest, staff became statistical
& Dale, P. S. of the early childhood school Expressive receptive Posttest) as a more significance
(1999). Dialogic special districts in One-Word vocabulary scores within- responsive in the
Enhancing Reading education the Pacific Vocabulary were formed based subjects factor to children analyses may
linguistic intervention in services, and Northwest test were on the child’s and group by slowing well be due
performance. modifying enrolled in administered results of the membership down, to low power
parents’ preschool either by PPVT-R and the (Parent, Staff/ decreasing because of
Topics in Early
versus staff programs school Expressive One- practice, their the small
Childhood
members’ personnel or Word Vocabulary Staff/control) verbatim sample size
Special shared book by graduate Test as a between- reading and in the study.
Education, 19( reading style? student • Children within subjects information • The
1), 28- 2. What is the assistants factor, using statements,
each triad were intervention
39. https://doi effectiveness trained in the assigned to the frequencies of and may not be as
.org/10.1177/ of adult administratio parent, each of the increasing powerful for
02711214990 instruction in n of these staff/practice, or adult behavior their vocabulary
1900103 Dialogic measures. staff/control group. codes in turn questions growth in
Reading The dialogic • Each child was • Number of and children with
compared reading was individually child expansions language
across each of done by videotaped, each utterances, of children’s delay as it is
the three parents, and video lasting 10 ratio of child utterances for more
intervention staff of the minutes, participation, • The typically
conditions in school participating in child MLU, intervention developing
producing (teacher, shared book and child did not have children
gains in librarian, reading with a lexical an effect on
 children’s school nurse, familiar adult at the diversity as children’s
participation etc.) start of the week, dependent vocabulary
and language and with the same measures growth
elaboration adult at the end of • Children’s test measured by
during shared the 8-week scores of the
book reading? intervention period PVVT-R and standardized
3. What is the • Children in the EOWPVT-R tests
effectiveness parent group read • In all three
of adult with a parent, and intervention
instruction in children in the staff conditions,
Dialogic groups read with a children
Reading in staff member of the responded to
increasing school who was the change
children’s known to the in adult
vocabulary children shared book
knowledge as • Videotaping reading style
measured by occurred before with more
standardized dialogic reading use of
tests? instruction, and language
4. What are the then after all adults during story
predictors of had received the time and
children’s instruction with more
response to • Two books were elaborate
adult chosen, and the expressive
instruction in adults could chose language
Dialogic to read either book • In the
Reading? or both staff/control
• After the pretest, group,
adults participated children’s
in two 1 ½-hour expressive
instructional language
sessions 4 weeks showed
apart that were improvemen
based on the t from pre to
dialogic book post test that
reading program were
• At each session, comparable
parents and staff to the two
members viewed a experimenta
video describing l groups
effective book
sharing strategies,
 saw a
demonstration, had
the opportunity to
ask questions, then
practiced with role-
playing
• During the 8-week
course of the study,
children assigned to
the Parent or Staff
practice group
engaged in one-on-
one interaction with
one of the trained
adults at least four
times per week
• At the end of the
intervention period,
the PPVT-R and
EOWPVT-R were
administered again
to each child
• Children were
individually
videotaped while
reading with the
same adult who had
read with the child
at the pretest
videotaping

Fleury, V. P., 1. Is there a Three male A treatment The first or • During book • The frequency Traditional • No
Miramontez, S difference in how children, room located second reading, the adult of child dialogic reading assessments
. H., much time ranging ages 3- adjacent to author, would prompt the verbalizations procedures that were
Hudson, R. F., children with ASD 5, that were the children’s Veronica P. child to speak by made during were used in the conducted by
& participate in enrolled in a classroom at Fleury or asking a question book reading present study the research
Schwartz, I. S. dialogic book half-day their school. Shane about the characters • Children’s on- may work well team to
(2013). readings compared integrated The room Herriott or events in the task behavior for some confirm
Promoting
to standard book preschool five contained a Miramontez, story. Prompts • The number of children, but diagnoses or
readings? How days a week, table and four read the book were given at least verbal may need to be to
active
engaged are with additional chairs with the child once every 2-3 utterances modified for characterize
participation children with ASD small group and a other children.
pages made by their abilities
in book in the book instruction research Types of questions children • Measures of
reading for reading task? three days per assistant included: during book verbal
preschoolers 2. Are there week. All collected data • Completion: The reading participation
with autism differences in participants had adult reads the included both
spectrum children’s verbal received an initial part of a spontaneous
disorder: A participation ASD diagnosis repetitive phrase language and
preliminary during standard and allows the responses to
book reading child to adult prompts
study. Child
Language
compared to finish the phrase. • All children
dialogic reading? • Recall: The adult in the study
Teaching and 3. Are dialogic asks questions demonstrated
Therapy, 30(3) reading prompts about the characters unexpected
, 273- effective in or previous events high levels of
288. https://d eliciting verbal in the story. on-task
oi.org/10.117 responses from • Open-ended: The engagement
7/0265659013 children with adult encourages during
514069 ASD? the child to tell baseline book
what is happening reading,
in a picture. leaving little
• Wh-questions: The room for
adult asks wh- improvement
questions (what, • The multiple
where, who) about baseline
a picture. design in this
• Distancing: The study only
adult asks questions allowed
that relate elements documenting
of the story to the of a basic
child’s personal pattern of
experiences low levels of
• Lesson plans were verbal
created for each participation
book selection that during
indicated when the traditional
adult could use read alouds,
specific followed by
dialogic reading immediate
prompts. The child increases in
was given five verbal
seconds to respond participation
to a prompt. during
Contingent upon
 providing a dialogic
response, the adult reading
would evaluate the
response, provide
praise or
correction, and
expand on the
child’s
verbalization.
• If the child failed to
respond to the
prompt within five
seconds, the reader
continued to read
the book

Hargrave, A. 1. Will children • Children • Dialogic- • Teachers • Pre-testing of • New • Children • Attendance
C., & with poor were reading at both children took place vocabulary the with poor across the
Sénéchal, M. vocabulary recruited center daycare over the two weeks children learn vocabulary two centers
(2000). A skills learn from two • Regular- centers prior to the start of after the skills differed
book reading new words day-care reading • Parents intervention intervention learned new significantly
intervention from listening centers center doing the • Children were • Post test vocabulary • The duration
with preschool to book • 36 children • Some home tested individually scores on from shared of the reading
children who readings? between families’ interventi at their daycare PPVT-R, book- sessions
have limited 2. Wil the the ages 3- homes ons centers using the EOWPVT-R, reading differed
vocabularies: beneficial 5 • The PPVT-R first, and and Book episodes across the
The benefits effects of • One child experime the order of the Vocabulary • Children in two centers
of regular storybook was nter EOWPVT-R and tests, for the dialogic- significantly
reading and reading be diagnosed Book Vocabulary regular and reading
dialogic greater when with a test was dialogic condition
reading. Early children are learning counterbalanced reading made
Childhood active disability, across subjects significantly
Research participants three • Intervention took greater gains
Quarterly, 15( during shared children place over a 4 week in language
1), 75–90. reading, did not period than
https://doi- compared to have poor • Each daycare children in
org.proxy.libr when children expressive center was given 5 the regular-
ary.kent.edu/1 are more vocabulary books for the first reading
0.1016/S0885- passively skills two weeks, then condition
2006(99)0003 involved in a traded for the other • No
8-1 regular book- 5 books the last two significant
weeks effects on
 reading • The dialogic- receptive
situation? reading teachers language
were instructed to developmen
read in a dialogic t for
fashion, and the children in
regular-reading either
teachers were condition
instructed to read in • The results
a regular fashion showed that
• The parents that preschool
participated in the children
home intervention with poor
were asked to read vocabulary
to their child for a skills could
minimum of 10 learn
minutes, and read expressive
each book provided vocabulary
at least 5 times a from
week listening to
• The home- two readings
intervention parents of story
at the dialogic books in
reading center were which words
asked to read in a are
dialogic fashion, introduced
and the home- in print and
intervention parents illustrations
at the regular
reading center were
asking to read in
their normal
fashion
Eggleston, C., 1. Does the 30 mother- Each shared Mothers of • Both electronic and • Mothers’ • Results • The study
Wang, X. C., shared reading toddler dyads reading the toddlers printed versions of language showed that included a
& Choi, Y. with electronic interaction a 1940s classic types: direct mother- relatively
(2021). or print books was recorded book called Pat the attention toddler homogeneous
Mother- generate in the home Bunny was (achieve joint shared sample
toddler shared differences in of each provided for each focus of reading • There was
reading with mothers’ mother- dyad attention by using limited
electronic language use? toddler dyad. • The order of book directing a electronic generalizatio
versus print If so, how do Mothers were versions was child’s vs. print n of the
books: they differ? asked to counter-balanced, attention to books findings to a
Mothers’ 2. How do choose their one dyad used the e objects, generated diverse group
language use mothers preferred book first, then the persons, or different of mothers
and perceive and setting (most next dyad would event), language and their
perspectives. explain their chose a cozy use the print book marking (to used by young
Early satisfaction of spot in a first praise), mothers children
Education and using an e- living or • Prior to reading, discussion of • Mothers • The study
Development, book and a bedroom) mothers were joint focus (to used only
33(7), 1152- print book in provided the hold a significantly examined
1174. https://d shared reading opportunity to conversation more praise one single
oi.org/10.1080 with their review each format about and shared
/10409289.20 toddlers? of the book but something in encouragem reading
21.1943638 were given no the ent for their session with
instructions environment toddler’s an e book
regarding reading that independent and a print
techniques participants engagement book
• Both shared are attending with the • The study
reading interactions to), negotiate interactive only
were videotaped in immediate features examined
one visit in the activity during e- shared
home of each dyad (negotiate the book shared reading with
• A short break immediate reading one single
between was given environment), • They book of
• When the and discussion engaged different
researcher observed related to their format and
any discomfort of present toddlers in did not
the participants, she (discuss non- discussion control the
gave them an observable of joint level of prior
opportunity to take attributes of focus exposure to
a break and start objects or significantly the book,
over or reschedule persons in the more during which
the visit environment) shared prevented the
• All mother-toddler reading of researchers
dyads shared the print from
reading sessions book exploring
were recorded and • Although how book
then transcribed mothers content and
needed to genre, or
explicitly level of prior
direct exposure
toddlers’ may affect
attention to mother-child
begin a interaction
shared
reading with
either
format, they
spent
significantly
more time
redirecting
their
toddlers’
attention to
the book
and keeping
engaged
while using
the print
book.