Measuring the Effect That the Partners’ Dialogic Reading Program Has on Preschool Children’s Expressive Language
Affiliation(s)
Elmhurst College, Elmhurst, USA Valley View Early Childhood Center District 365U, Romeoville, USA.
Elmhurst College, Elmhurst, USA Valley View Early Childhood Center District 365U, Romeoville, USA.
ABSTRACT
The effect the Parents as Reading Partners Nightly Encouraging Reading Success (PARTNERS) Dialogic Reading Program had on preschool children’s expressive language was studied. Researchers found that the videotaped training and materials were successful at increasing the expressive language skills of preschool children classified as “at risk”. Other program benefits such as increased time spent on reading and talking between parents and their children were also found.
Cite this paper
Brannon, D. , Dauksas, L. , Coleman, N. , Israelson, L. & Williams, T. (2013). Measuring the Effect That the Partners’ Dialogic Reading Program Has on Preschool Children’s Expressive Language. Creative Education, 4, 14-17. doi: 10.4236/ce.2013.49B004.
Brannon, D. , Dauksas, L. , Coleman, N. , Israelson, L. & Williams, T. (2013). Measuring the Effect That the Partners’ Dialogic Reading Program Has on Preschool Children’s Expressive Language. Creative Education, 4, 14-17. doi: 10.4236/ce.2013.49B004.
References
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[1] Arnold, D. S., Lonigan, C. J., Whitehurst, G. J., & Epstein, J. N. (1994). Accelerating language development through picture book reading: Replication and extension to a videotape training format. Journal of Educational Psychology, 86, 235-243. http://dx.doi.org/10.1037/0022-0663.86.2.235 [2] Blom-Hoffman, J., O’Neil-Pirozzi, T. M., & Cutting, J. (2006). Read together, talk together: The acceptability of teaching parents to use dialogic reading strategies via videotaped instruction. Psychology in the Schools, 43, 71-78. http://dx.doi.org/10.1002/pits.20130 [3] Bloom, P. (2002). How children learn the meaning of words. Cambridge, MA: MIT Press. [4] Briesch, A. M., Chafouleas, S. M., Lebel, T., & Blom-Hoffman, J. A. (2008). Impact of videotaped instruction on dialogic reading strategies: An investigation of caregiver implementation integrity. Psychology in the Schools, 45, 978-993. http://dx.doi.org/10.1002/pits.20346 [5] DeBaryshe, B. D. (1995). Maternal belief systems: Linchpin in the home reading process. Journal of Applied Developmental Psychology, 16, 1-20. http://dx.doi.org/10.1016/0193-3973(95)90013-6 [6] Hargrave, A. C., & Sénéchal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15, 75-90. http://dx.doi.org/10.1016/S0885-2006(99)00038-1 [7] Hart, B., & Risley, T. (1995). Meaningful differences in the everyday experience of young children. Baltimore, MD: Paul H. Brookes Pub- lishing Company. [8] Huebner, C. E., & Payne, K. (2010). Home support for emergent literacy: Follow-up of a community-based implementation of dialogic reading. Journal of Applied Developmental Psychology, 31, 195-201. http://dx.doi.org/10.1016/j.appdev.2010.02.002 [9] Moore, M., & Wade, B. (2003). Bookstart: A qualitative evaluation. Educational Review, 55, 3-13. http://dx.doi.org/10.1080/00131910303250 [10] Philips, L., Hayden, R., & Norris, S. (2006). Family literacy matters: A longitudinal parent-child literacy intervention study. Calgary, AB: Temeron. [11] Reese, E., & Cox, A. (1999). Quality of adult book reading affects children’s emergent literacy. Developmental Psychology, 35, 20-28. http://dx.doi.org/10.1037/0012-1649.35.1.20 [12] Shapiro, J., Anderson, J., & Anderson, A. (2002). Storybook reading: What we know and what we should consider. In O. Saracho, & B. Spodek (Eds.), Contemporary perspectives on literacy in early childhood education (pp. 77-97). Greenwich, CT: Information Age Publishers. [13] Snow, C. (1983). Literacy and language: Relationships during the pre-school years. Harvard Educational Review, 53, 165-189. [14] Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington DC: National Academy Press. [15] Wasik, B. A. (2010). What teachers can do to promote preschoolers vocabulary development: Strategies from an effective language and literacy professional development coaching model. Reading Teacher, 63, 621-633. http://dx.doi.org/10.1598/RT.63.8.1 [16] Whitehurst, G. J., Falco, F. L., Lonigan, C., Fischel, J. E., Valdez-Men-chaca, M. C., DeBaryshe, B. D., & Caulfield, M. (1988). Accelerat- ing language development through picture-book reading. Developmental Psychology, 24, 552-558. [17] Whitehurst, G. J., & Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994). A picture book reading intervention in day care and home for children from low-income families. Develop- mental Psychology, 30, 679-689. http://dx.doi.org/10.1037/0012-1649.30.5.679