School of Education
Dialogic reading, Low-SES, Parent, Preschool, Single-subject, Vocabulary
This study examined the additive benefit of parent dialogic reading techniques in older, high-risk preschool children using multiple baseline design across participants, a single subject research design, as was as well as pre-test and post-test measures. Five preschoolers age-eligible to begin kindergarten the following school year participated. The Peabody Picture Vocabulary Test, Fourth Edition (PPVT-4) and Expressive Vocabulary Test, Second Edition (EVT-2) were administered pre-intervention and post-intervention implementation. Consistent with multiple baseline design, all students received weekly progress monitoring using the Picture Naming (PN) Individual Growth and Development Indicator (IGDI) throughout the entire investigation. Caregivers received in-person video-based training in dialogic reading techniques. They were then directed to implement dialogic reading strategies within their homes when reading with their children a minimum of three times per week for fifteen minutes per session over a six-week intervention period. It was hypothesized that children receiving home-based dialogic reading support would demonstrate greater expressive and receptive vocabulary skills than those participating in preschool program alone. Visual analysis of graphic data within conditions and between adjacent conditions was utilized to analyze the research questions. Results of the study supported the hypotheses but did not confirm them. Children who received home-based dialogic reading support demonstrated expressive and receptive vocabulary skill growth but no abrupt change occurred immediately after introducing the dialogic reading intervention.
Switalski, S. (2012). An Investigation of the Additive Benefits of Parent Dialogic Reading Techniques in Older Preschool Children (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/1259