Dialogic Book Reading 101: Concepts, Strategies, Practices and Possible Innovations

DIALOGIC BOOK READING PRACTICES FOR PRIMARY SCHOOL EFL LEARNERS Maria Teodora PingSyamdianitaMulawarman University Samarinda

Introduction: Basic ConceptsOur Research: Procedures & FindingsRecommendations

Structure of the Presentation

A particular form of shared book reading Adult and child switch roles: the child = the storyteller; the adult = an active listener and questioner Adult and child have a conversation about a book

(Whitehurst, 1992; Zevenbergen & Whitehurst, 2003)What is Dialogic Book Reading?

Basic premise: children learn most from books when they are actively involved (Whitehurst, 1992)

Reading interventions that more actively involve children are likely to give more positive benefits (Trivette & Dunst, 2007)

Why Dialogic Book Reading?

Dialogic reading increased childrens vocabulary gain and expressive language skills (Zevenbergen & Whitehurst, 2003)

Dialogic reading activity provides potential opportunities for learning vocabulary and sentence structure (Ping, 2011)

Why Dialogic Book Reading?

PEERPrompting: prompt the child to label objects in the book and talk about the storyEvaluating: evaluate the childs responsesExpanding: expand the childs utterances by repeating what the child has said and adding information to it Repeating: encourage the child to repeat the expanded utterances

Dialogic Reading Strategies

CROWDCompletion prompt: fill-in-the-blank questionsRecall prompt: remember aspects of the bookOpen- Ended prompt: respond to the book in own wordsWh- prompt: what, where, why questionsDistancing prompt: relate the content of the book to aspects of life outside of the book

Dialogic Reading Strategies

Procedures:a. Training of the Teacherb. Dialogic Reading Sessionsc. The book reading sessions were observed and videotaped.d. The videotaped data were transcribed and analysed by using a mixed content analysis matrix.

Our Research

Dialogic Reading Practice

1. Implementation of Dialogic Readinga. Introducing the bookb. Reading the bookc. Closing the book

Findings

2. Potential Learning Contexta. Vocabularys developmentb. Grammar Learning

Dialogic reading activity can be considered as one of the alternative learning process. However, the teachers need to be trained first as dialogic reading itself has particular strategies and procedures that should be followed carefully.Recommendations

Blewitt, P., Rump, K.M., Shealy, S.E. and Cook, S.A. (2009). Shared Book Reading: When and How Questions Affect Young Children. Journal of Educational Psychology, 101(2), pp. 11Bus, A. G., Ijzendoorn, M. H. van, & Pellegrini, A. D. (1995). Joint Book Reading Makes for Success in Learning to Read: A Meta-Analysis on Intergenerational Transmission of Literacy. Review of Educational Research, 65 (1), 1-21.CONNECT. (2011). Dialogic Reading Observation Form. Chapel Hill: University of North Carolina, FPG Child Development Institute, CONNECT: Center to Mobilize Early Childhood Knowledge. Cutspec, P. A. (2006). Effects of Dialogic Reading on the Language Development of 4- and 5-Year-Old Children.Bridges, 4 (3), 1-15.De Temple, J. M., & Snow, C. E. (2003). Learning Words from Books. In A. Van Kleeck, S. A. Stahl, & E. B. Bauer (Eds.), On Reading to Children: Parents and Teachers (pp. 16-33). New York: Routledge.Hargrave, A. C., & Senechal, 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 (1), 75-90.

References

Klesius, J. P., & Griffith, P. L. (1996). Interactive storybook reading for at-risk learners. The Reading Teacher, 49 (7), 552-560.Lonigan, C., & Whitehurst, G. J. (1998). Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds. Early Childhood Research Quarterly, 13 (2), 263-290.Ping, Maria Teodora. (2014). Group interactions in dialogic book reading activities Learning, Culture and Social Interaction, Volume 3, Issue 2, June 2014, Pages as a language learning context in preschool. Journal of 146158Trivette, C. M., & Dunst, C. J. (2007). Relative Effectiveness of Dialogic, Interactive, and Shared Reading Interventions. Learning, 1 (2), 1-12.Valdez-Menchaca, M.C. & Whitehurst, G.J. (1992). Acceleratic Language Development through Picture-Book Reading: A Systematic Extension to Mexican Day Care. Developmental Psychology, 28, 1106-1114Whitehurst, G. J. (1992). Dialogic Reading: An Effective Way to Read to Preschoolers. Retrieved from http://www.readingrockets.org/article/400. (16 July 2009)Zevenbergen, A. A., & Whitehurst, G. J. (2003). Dialogic Reading: A Shared Picture Book Reading Intervention for Preschoolers. In van Kleek, A., Stahl, S. A., Bauer, A. B. (Eds.), On Reading to Children: Parents and Teachers (pp. 177-200). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

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