DLG implementation is associated with improved language and reading skills and more positive attitudes towards learning and reading¶
Claim · All claims
Evidence · 1 study (2 entries) · reviewr1–r2·q2
Currency · newest study 2023 · checked against its sources 2026-10-21 (automated, 2 of 2 entries) · 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.
q2 i? In a Mexican primary school, the share of students reaching basic proficiency in language rose from 17% to 55% and satisfactory-or-excellent language results from 6% to 23% after two academic years of DLG implementation. → Ruiz-Eugenio 2023
q2 i? In a quasi-experimental study of 418 students, self-image and self-confidence were the attitudes most valued in DLGs, and 78.3% of students said they could learn more when listening to others' ideas. → Ruiz-Eugenio 2023 (2)
Evidence¶
Ruiz-Eugenio 2023¶
Ruiz-Eugenio, L., Soler-Gallart, M., Racionero-Plaza, S., & Padrós, M. (2023). Dialogic literary gatherings: A systematic review of evidence to overcome social and educational inequalities. Educational Research Review, 39, 100534. https://doi.org/10.1016/j.edurev.2023.100534
q2 · i? · review · r1
Implementation of DLGs with family involvement in a Mexican primary school in a highly underprivileged urban area preceded a "drastic increase in academic performance in language": basic reading proficiency rose from 17% to 55% and writing from 10% to 19%, and "In 2018, 23% (6% before DLG) of students obtained satisfactory or excellent results in language and communication, exceeding the national average by five points".
"In 2018, 23% (6% before DLG) of students obtained satisfactory or excellent results in language and communication, exceeding the national average by five points"
Ruiz-Eugenio 2023 (2)¶
Ruiz-Eugenio, L., Soler-Gallart, M., Racionero-Plaza, S., & Padrós, M. (2023). Dialogic literary gatherings: A systematic review of evidence to overcome social and educational inequalities. Educational Research Review, 39, 100534. https://doi.org/10.1016/j.edurev.2023.100534
q2 · i? · review · r2
Díez-Palomar et al. (2020) analyzed attitudes towards learning of 418 students aged 7–11 (251 in DLGs) in UK and Italian schools using an attitude test; "78.3% of the students also responded that they could learn more when they listen to the ideas of others".
"78.3% of the students also responded that they could learn more when they listen to the ideas of others"
Discussion¶
Learner Variables¶
- Oral Language — outcome: instruction changes it
- Reading and Language — outcome: instruction changes it
Related Claims¶
- DLGs bring the community in and take new learnings out, with family involvement increasing children's motivation — related
- DLGs create egalitarian spaces for dialogue and exchange in which pupils contribute most of the talk — related
- DLG participation is associated with increased self-esteem across primary, special, and adult education — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
dlg-improve-language-reading-skills |
title |
DLG implementation is associated with improved language and reading skills and more positive attitudes towards learning and reading |
description |
DLG implementation is associated with improved language and reading skills and more positive attitudes towards learning and reading |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
source_checked |
2026-10-21 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — ruiz-eugenio-2023, ruiz-eugenio-2023-2 |
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