Effects of dialogic reading elements on children's language development

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading Pub Date : 2024-02-27 DOI:10.1111/1467-9817.12447

Yang Dong, Bonnie Wing-Yin Chow, Jianhong Mo, Xuecong Miao, Hao-Yuan Zheng

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引用次数: 0

Abstract

Background

Dialogic reading (DR) is an effective shared reading technique based on the prompts–evaluate–expand–repeat (PEER) sequence, which fosters children's language development. This study examines the effects of its elements by comparing shared reading with prompts with minimal feedback (PMF) and PEER.

Methods

This study included 364 typically developing Chinese kindergarteners and used a randomised control trial design. The children and their parents were divided into three groups, namely, the PMF, PEER and control groups. The children were pre- and post-tested on their language skills and reading interest measures before and after the intervention.

Results

Results showed that after a 12-week intervention, the children in the PMF group outperformed those in the control group in terms of receptive vocabulary, character reading and listening comprehension. Meanwhile, the children in the PEER group outperformed those in the PMF and control groups not only in terms of the above measures but also in their expressive vocabulary and reading interest.

Conclusions

These results highlight the contribution of parents' questions and the additional benefits of their systematically corrective feedback on kindergarten children's language and reading interest development. This study supports the literature on cognitive engagement theory related to young children's individual language and reading interest development through interactive parent–child DR activities.

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对话式阅读元素对儿童语言发展的影响

对话式阅读（DR）是一种基于提示-评估-扩展-重复（PEER）序列的有效分享阅读技术，可促进儿童的语言发展。本研究采用随机对照试验设计，纳入了 364 名发育典型的中国幼儿园儿童，通过比较带最少反馈的提示（PMF）和 PEER 的共读，研究其各要素的效果。幼儿及其家长被分为三组，即PMF组、PEER组和对照组。结果显示，经过 12 周的干预后，PMF 组儿童在接受词汇、生字阅读和听力理解方面的表现优于对照组。这些结果凸显了家长提问的作用，以及家长系统性纠正反馈对幼儿园儿童语言和阅读兴趣发展的额外益处。本研究支持认知参与理论中有关通过亲子互动 DR 活动促进幼儿个人语言和阅读兴趣发展的文献。

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来源期刊

Journal of Research in Reading Multiple-

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.