دورية أكاديمية
Effects of Dialogic Reading Elements on Children's Language Development
| العنوان: | Effects of Dialogic Reading Elements on Children's Language Development |
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| اللغة: | English |
| المؤلفون: | Yang Dong (ORCID |
| المصدر: | Journal of Research in Reading. 2024 47(2):181-200. |
| الإتاحة: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Reading Strategies, Prompting, Repetition, Language Acquisition, Language Skills, Program Effectiveness, Feedback (Response), Kindergarten, Reading Interests, Receptive Language, Reading Skills, Vocabulary, Listening Comprehension, Foreign Countries |
| مصطلحات جغرافية: | China |
| DOI: | 10.1111/1467-9817.12447 |
| تدمد: | 0141-0423 1467-9817 |
| مستخلص: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1422178 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0141-0423 1467-9817 |
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| DOI: | 10.1111/1467-9817.12447 |