Impact of Dialogic Reading Intervention on Student Vocabulary Development

Abstract

The language learning gap between students has become greater as students enter school. It was also noticed that parental involvement seems to be lacking. To address these problems a research question was created to be studied which included “Does using a dialogic reading intervention have an effect on early childhood language development?” To answer this question, literature was collected that fell into four different themes. These themes were then analyzed and coded for commonalities and two new themes derived from the research in which included teacher shared book reading and parent shared book reading. Four findings were collected from the synthesis of the data. The first finding included that elaborating on vocabulary words increased students vocabulary knowledge. The second finding concluded that asking questions that were connected to the text increased students comprehension of the text. The third finding inferred that expanding on the student's response to the questions being asked by a teacher or parent showed to have a major impact on student comprehension of the text. The fourth finding indicated that students learned vocabulary words when parents asked yes/no questions. These findings were used in the creation of the professional development project in-person training to educate teachers on how to efficiently implement reading techniques supported by research. These techniques were used to increase student vocabulary knowledge.