Dialogic reading: interactive shared picture-book reading with CROWD prompts and the PEER sequence¶

Element · All elements
Evidence · 4 claims (2 for, 1 mixed, 1 against) · 1 study (1 quant-synthesis), q3 · 1 of 1 report an effect size · 4 claims rest on one study

Description¶

Dialogic reading is "an interactive shared picture-book reading practice designed to enhance young children's language and literacy skills" in which adult and child switch roles so the child becomes the storyteller. The adult uses five prompt types forming the acronym CROWD—completion, recall, open-ended, wh-, and distancing—within the PEER sequence: prompt, evaluate, expand, repeat. It can be used individually or in small groups by teachers or other adults, and published procedures are freely available.

Design Implications¶

Context¶

Requirements¶

• An adult trained in the principles of dialogic reading, trainable via video followed by role-playing and group discussion
• Sufficient time for children to respond to questions and prompts

Constraints¶

• Dialogic reading does not have a single developer or official description; information on costs of training and implementation is not available

Target Learners¶

• Young children, including children with language delays ages three to six

Target Learning Goals¶

• Language and literacy skills
• Communication and language competencies

Claims¶

• Parent-implemented dialogic reading showed no statistically significant differences from a group story-time comparison on any language measure (Crain-Thoreson & Dale, 1999) [-W]
• 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) [+W]
• Dialogic reading has potentially positive effects on communication and language competencies for children with disabilities [+W]
• The evidence base for dialogic reading with children with disabilities is small, with no qualifying studies in six other outcome domains [~W]

Related Elements¶

• Dialogic Reading practice with CROWD prompts and PEER technique
• Dialogic Reading

Examples¶

• Gradually shift the adult role from reading to listening and higher-level prompting as the child becomes familiar with a book
• Dialogic Reading
• Shared book reading as a potential intervention for increasing lexical diversity in young children's learning environments

Key Sources¶

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