The Application of Dialogic Reading in Teaching Pre-schoolers: A Literature Review (75484)

Session Information:

Wednesday, 22 November 2023 15:45
Session: Poster
Room: Orion Hall
Presentation Type: Poster Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

In this era of information explosion, knowledge is power. Words and texts can be seen everywhere in our daily lives.

Picture books refer to the media which combines illustrations and text. By applying shared reading techniques when reading picture books, children's interest in reading can be opened up. Dialogic reading is one of the reading techniques in which the reader engages in conversations with a child during the reading process (Barbour, 2006). This approach not only encourages active participation and enhances interaction skills in children during shared reading but also utilizes the content of the books as a medium for dialogue and interaction between adults and children to improve children's reading abilities. It emphasizes the concept of "child-centred" intervention, aiming to transform children into active storytellers through various techniques, such as listening, promoting, expanding, and responding to language (Whitehurst et al., 1988).

This study encompasses domestic and international journals, utilizing databases, including Pubmed, Medline, and Airiti Library with a publication year range from 2013 to 2023.

The search results yielded seven studies that applied dialogic reading training to children. We can see that these studies all employ the CROWD strategy as an intervention method to enhance children's interaction skills through dialogic reading. The participants primarily consist of children aged 3 to 6 years and 11 months, with no restrictions on their developmental status. In terms of the duration and frequency of interventions, most studies were designed for 30 minutes per session, twice a week, and lasted for several weeks.

Authors:
I Jung Chen, Independent Scholar, Taiwan
Pin-Jui Chen, Independent Scholar, Taiwan


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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00