Dialogic Reading In Early Childhood Settings: A Summary Of The Evidence Base

Keywords

dialogic reading; early childhood; fidelity; shared interactive reading

Abstract

Dialogic reading (DR) is an evidence-based practice for young children who are typically developing and at risk for developmental delays, with encouraging evidence for children with disabilities. The purpose of this review was to comprehensively evaluate the evidence base of DR across early childhood settings, with specific attention to fidelity features. We coded identified studies (n = 30) published in peer-reviewed journals on a number of variables, including participant characteristics, setting, adherence to intervention components, fidelity of training procedures, implementation fidelity, dependent variables, overall outcomes, and study rigor. Our findings indicate wide variance is present in adherence to the DR protocol despite all studies reporting use of DR. In addition, although most researchers describe training procedures, none reported fidelity of those practices. Variability was also noted in how the implementation of DR with children is monitored in research.

Publication Date

11-1-2017

Publication Title

Topics in Early Childhood Special Education

Volume

37

Issue

3

Number of Pages

132-146

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1177/0271121417724875

Socpus ID

85049198099 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/85049198099

This document is currently not available here.

Share

COinS