Parent-implemented dialogic reading showed no statistically significant differences from a group story-time comparison on any language measure (Crain-Thoreson & Dale, 1999)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q3
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In the parent-led dialogic reading group versus a group story-time comparison (n = 19), neither the authors nor the WWC found statistically significant differences on any communication or language measure. → Dialogic Reading 2010

Evidence¶

Dialogic Reading 2010¶

Dialogic Reading. (2010). WWC Intervention Report, What Works Clearinghouse, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/InterventionReport/136

q3 · i? · quant-synthesis · r1

Randomized controlled trial comparing parent-implemented dialogic reading with a group story time comparison among 19 three- to five-year-olds with mild to moderate language delays. "The WWC did not find statistically significant differences on any measure"; the study's average effect size was 0.11, not significant, and average improvement index +4.

"The authors did not find statistically significant differences between the parent-led intervention and the comparison group on any of the measures. The WWC did not find statistically significant differences on any measure"

Discussion¶

Related Claims¶

• Dialogic reading favored significant gains on lexical diversity during play and total utterances during book reading, but not on four other measures (Dale et al., 1996) — related
• Parent Implemented Intervention Improves Outcomes — a broader claim this one bears on
• Dialogic Reading Improves Language Outcomes — reports the opposite
• A program is said to have an effect when the difference between program and non-program groups is statistically significant — a broader claim this one bears on
• Dialogic Reading shows no discernible effects on phonological processing — related