Dialogic Reading (DR) is a language and literacy intervention that has resulted in positive benefits to diverse students across multiple studies (Hood, Conlon & Andrews, 2008; Lever & Sénéchal, 2011; Towson, Fettig, Fleury, & Abarca, 2017; Whitehurst, et al, 1994b). While teachers are encouraged and expected to use evidence-based practices (EBPs), such as DR, schools are not providing support or guidance for how to implement them within the complexities of real classrooms (Long, Sanetti, Collier-Meek, Gallucci, Altschaefl, & Kratochwill, 2016). This article examines the multiple and ongoing steps that are necessary to implement and sustain DR. In addition, the article identifies multiple factors for consideration before, during, and after a session, such as choosing and pre-reading books, using particular prompts to promote student language use, and re-tellings and extension activities, respectively.
Dialogic Reading: Implementing an Evidence-Based Practice in Complex Classrooms
Publish date:
07/01/2020
Publication Volume:
52
Publication Issue:
6
Journal Name:
TEACHING Exceptional Children