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)¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i2medium
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i2 According to WWC calculations, dialogic reading significantly outperformed the Conversational Language Training Program comparison on two of six outcomes: lexical diversity during play (effect size 0.92) and total utterances during book reading (effect size 1.67). → 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 · i2 · causal · r2
Randomized controlled trial with 33 mother-child dyads of children ages three to six with mild to moderate language delays; dialogic reading versus Conversational Language Training Program. Appendix A3 prints effect sizes of 0.92 (lexical diversity—play) and 1.67 (total utterances—book reading), both statistically significant; the other four measures were not significant.
"According to WWC calcula - tions, there were statistically significant differences between the intervention and comparison groups on two of the six measures (lexical diversity during the play activity and total number of utterances during the book-reading activity)."
Discussion¶
Related Claims¶
- Parent-implemented dialogic reading showed no statistically significant differences from a group story-time comparison on any language measure (Crain-Thoreson & Dale, 1999) — related
- Dialogic Reading Improves Language Outcomes — a broader claim this one bears on
- Dialogic Reading combined with Sound Foundations shows potentially positive effects on print knowledge and early reading/writing but not oral language — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
dale-1996-significant-lexical-diversity-play-total-utterances-book-reading |
title |
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) |
description |
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) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2010 |
generated |
by process:wiki-ingest on 2026-10-07 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — dialogic-reading-2010 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.