Dialogic Reading

Dialogic Reading

CBR Proposal: Dialogic Reading

Recommendations for Action

Greta Thomas, Diana Walsh, Jenny Riggle, Jessica Kesseler, Rebecca Coda, Kenny Mauro

• Service-learning Program
• Partnership with Library
• Informational Handouts for:

• Volunteers
• Teachers
• Parents

How?

Parent Handout

Volunteer Handout

Method 1:

Benefits to Parents:

Early/Emergent Literacy Programs

Benefits to Volunteers:

PEER sequence:

P - Prompt the child to say something about the book

E - Evaluate the child's response

E - Expand the child's response by rephrasing and adding information to it, and

R - Repeat the prompt to make sure the child has learned from the expansion

*PEER sequences should appear on nearly every page

Head Start Emerging Literacy Programs:

What does the research say?

• Helps volunteers to be involved in a preferred activity for students
• Gives volunteers a researched method to ensure that they are engaging in productive learning with students
• Can be easily disseminated to groups of volunteers (i.e. S.U. students, AmeriCorps)

• Helps parents be involved in their child's learning by facilitating a preferred activity
• Provides parents with a research-based method to ensure they are engaging their child in learning
• Can be easily distributed to parents of children in other programs, including other Head Start classrooms and elementary schools

Transitioning to Implementation of an

Optimal Early Education Literacy Program

Steering Committee

Assessment of each Component

Hypothetical Reserach

Observations of frequency of components of an optimal emerging literacy program within existing curriculum:

Our research would focus on making observations, conducting interviews, and distributing questionnaires that could provide data on the strengths and weaknesses of the current program in each of these areas.

Daily participation

Environment focused on literacy

Variety of strategies

Focus on book knowledge/appreciation and print awareness

Print Knowledge & Use

Early Learning Standards

Alphabetic Code

Effective Curriculum

Oral Language

Assessment

Professional Development

Data used to determine areas of strength and weakness within the curriculum.

Home-School Connection

Data Analysis & Strategic Planning

Inspiration and Need

(Hawken, Johnston, &McDonnell, 2005)

Program Implementation

Volunteer Handout:

Ongoing Evaluation

Parent Handout:

Paul Tough

Social Justice & Advocacy

Optimal Emerging Literacy

Program Components

How?

Learning Standards

Barriers to Implementation

Effective Curriculum

Method 2:

Financial Resources

Assessment

Professional Development

"Before, During, After"

Teacher Professional Development

Time Constraints

Home-School Connection

(Strickland & Riley-Ayers, 2006)

Culturally and Linguistically Diverse Population

• “Social justice is the idea that all people and groups are equal and deserve the same resources and benefits. In order to do this we must look at the systems that are promoting these differences and how it affects the individual” (Shriberg 2009).

• “Social justice advocates are concerned about the social, economic, and cultural contexts into which individuals are born” (Newell & Coffee, 2013, p. 175).

• Baby College – Geoffrey Canada

• There is a group of parents who realized that they need help in order to give their children a successful future despite starting out at a disadvantage (Tough, 2008).

• “The importance of the home environment in the negative outcomes experienced by many poor children” (Tough, 2008).

• studied by Baker et al. in 2013

• "Before" includes identifying book type teaching critical vocabulary, pre-reading conversations to increase functional knowledge
• "During"- includes inference modeling and comprehension monitoring
• "After"- includes summarizing and retelling

Teacher Handout

Benefits to Teachers:

• Helps teachers interact with their students during a preferred activity
• Provides teachers with a research-based method to maximize learning during reading time
• Can easily be distributed into other classrooms

• Limitation to books does not effect dialogic reading because a book can be read 100x times.

• All children's books are appropriate. The best books to use are rich with illustration and/or a book the child really enjoys.

Teacher Handout:

Dialogic reading is...

• a research-based method
• productive
• effective

• Developed by Groover J. Whitehurst and his colleagues in 1988
• Interactive, shared practice designed to enhance language and literacy skills
• Adult and child switch roles- child learns to become storyteller, adult active listener and questioner
• Based on three principles:

• Based on scaffolding

AND

Easy to learn and easy to

implement!

1. encourage active learning

2. model

3. have a conversation

References

References Continued

Strickland, D. S., & Riley-Ayers, S. (2006, April). National Institute for Early Education Research preschool policy brief: Early literacy: Policy and practice in

the preschool years. Retrieved from http://nieer.org/resources/policybriefs/10.pdf

Swanson, E., Vaughn, S., Wanzek, J., Petscher, Y., Heckert, J., Cavanaugh, C., & … Tackett, K. (2011). A synthesis of read-aloud interventions on early reading

outcomes among preschool through third graders at risk for reading difficulties. Journal of Learning Disabilities, 44(3), 258-275. doi:10.1177/0022219410378444 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3319370/

Tough, P. (2013). Whatever it takes: Geoffrey Canada’s quest to change Harlem and America. Boston, MA: Mariner Books.

Additional Resources

Dialogic Reading: A Research-Based Method

A Research-Based Method Cont.

http://www.reachoutandread.org/resource-center/literacy-materials/dialogic-reading/

http://www.ncld.org/students-disabilities/homework-study-skills/dialogic-reading-video-series

http://www.readingrockets.org/article/400/

http://ele.fredrogerscenter.org/activity/dialogic-reading-with-katy

http://www.goodreads.com/shelf/show/dialogic-reading

Baker, S.K., Santoro, L., Chard, D.J., Fien, H., Park, Y., & Otterstedt, J. (2013). An evaluation of an explicit read aloud intervention

taught in whole-classroom formats in first grade. Elementary School Journal, 113(3), 331-358.

Brannon, D. & Dauksas, E. (2012). Studying the effect dialogic reading has on family members’ verbal interactions during shared

reading. SRATE Journal, 21(2).

Cunningham, A.E. & Zibulsky, J. (2011). Tell me a story: Examining the benefits of shared reading. Handbook of Early Literacy

Research Eds., S.B. Neuman & D.K. Dickinson. Guilford Press, New York, NY.

Doyle, B. G. and Bramwell, W. (2006), Promoting emergent literacy and social–emotional learning through dialogic reading.

The Reading Teacher, 59: 554–564. doi: 10.1598/RT.59.6.5

Hawken, L.S., Johnston, S.S., McDonnell, A.P. (2005). Emerging literacy views and practices: Results from a national survey of

Head Start preschool teachers. Topics in Early Childhood Education, 25(4), 232-242.

Massetti, G.M. (2009). Enhancing emergent literacy skills of preschoolers from low-income environments through a classroom-

based approach. School Psychology Review, 38(4), 554-569.

Newell, M. L., & Coffee, G. (2013). A social justice approach to assessment. In D. Shriberg, S. Song, A. Miranda & K. Radliff (Eds.), School psychology

and social justice (1st ed.). New New York, NY: Routledge.

Lane, H.B. & Wright, T.L. (2007). Maximizing the effectiveness of reading aloud. The Reading Teacher, 60(7), 668-675.

Lyon, G.R. (1997) Learning to read: A call from research to action. Retrieved from http://www.getreadytoread.org/early-

learning-childhood-basics/early-literacy/learning-to-read-a-call-from-research-to-action

Shriberg, D., & Fenning, P. (2009). School consultants as agents of social justice: Implications for practice.Journal of Educational and Psychological

Consultation, 19(1), 1-7. doi: 10.1080/10474410802462751

• “significant, positive effects…on children’s language, phonological awareness, print concepts, comprehension, and vocabulary outcomes” (Swanson et al., 2012).

• children that were involved in shared reading using the dialogic reading method were responsible for 13% more of the conversation than their peers (Brannon & Dauksas, 2012).

• Comprehension is also shown to increase with dialogic reading (Doyle & Bramwell, 2006).

• children also benefit from the social experience (Doyle & Bromwell, 2006).

• “Socially and emotionally rewarding literacy interactions can lead to a positive attitude toward reading and can serve to motivate children to engage in other literacy activities on their own” (Lane & Wright, 1997).

Thank You!