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Enhancing Linguistic Performance

Parents and Teachers as Book Reading Partners for Children with Language Delays

Western Washington University, thoreson{at}cc.wwu.edu

Philip S. Dale

University of Washington

In this study, we instructed parents and early childhood special education staff in Dialogic Reading, an interactive language facilitation technique. We compared the effects of this instruction on adult and child language during shared book reading and on children's vocabulary growth in three different treatment conditions. Thirty-two children with language delays were randomly assigned to one of three groups: (a) parent instruction with one-on-one shared book reading practice, (b) staff instruction with one-on-one shared book reading practice, (c) staff instruction without one-on-one shared book reading practice (control group). Children were given standardized tests of vocabulary and were videotaped during shared book reading before and after the 8-week intervention period. Parents and staff showed changes in their shared book reading style consistent with the instruction they had received. After adult instruction in Dialogic Reading, children in all three groups spoke more, made longer utterances, produced more different words, and participated more in shared book reading. The magnitude of change in the children's linguistic performance from pre- to posttest was positively correlated with the magnitude of change in adult behavior. There were no statistically significant changes in children's vocabulary test scores. We interpret these findings as consistent with a Vygotskian model in which children's linguistic performance can be enhanced by a supportive social context.

Topics in Early Childhood Special Education, Vol. 19, No. 1, 28-39 (1999)
DOI: 10.1177/027112149901900103


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