Dialogic Reading: Concepts andPossible Implementation

in the Indonesian EYL Contexts

Dr. Maria Teodora PingMulawarman UniversitySamarinda- Indonesia

Structure of the Presentation

- Introduction: Basic Concepts

- Implementation of Dialogic Book Reading

- Points to Consider

- Conclusions & Recommendations

Maria T. Ping, 2015Dialogic Reading

BASIC CONCEPTS

Book Reading Practices for Children

• Shared Book Reading

• Interactive Reading

• Dialogic Reading

• Shared Reading

The reading session in which there is an adult readinga book to one child or a small group of children with-out requiring extensive interactions from them

(Trivette and Dunst, 2007)

• Interactive Reading

A type of book reading in which an adult reads a

book to a child or a small group of children and uses avariety of techniques such as questioning or labelling toengage the children in the text

(Trivette and Dunst, 2007)

• Dialogic Reading

A particular form of shared book reading in which the child becomes the storyteller while the adult becomes an active listener and questioner

In this reading activity, adult and child have a conversation about a book

(Whitehurst, 1992; Zevenbergen & Whitehurst, 2003)

QUESTION

Which of the book reading practices is more

effective?

“Children learn most from books when they are actively

involved”

(Whitehurst, 1992)

“Reading interventions that more actively involve children are likely to give more positive benefits”

(Trivette & Dunst, 2007)

“Dialogic reading increased children’s vocabulary gainand expressive language skills”

(Zevenbergen & Whitehurst, 2003)

“Dialogic reading activity provides potential opportunities for learning vocabulary and sentence structure”

(Ping, 2011)

How to do it?

“PEER” Strategies- Prompting: prompt the child to label objects in the

book and talk about the story

- Evaluating: evaluate the child’s responses

- Expanding: expand the child’s utterances by

repeating what the child has said and adding

information to it

- Repeating: encourage the child to repeat the

expanded utterances

• “CROWD”- Completion prompt: fill-in-the-blank questions

- Recall prompt: remember aspects of the book

- Open- Ended prompt: respond to the book in own words

- Wh- prompt: what, where, why questions

- Distancing prompt: relate the content of the book to aspects of life outside of the book

See further: http://community.fpg.unc.edu/connect-modules/learners/module-6/step-3/b-definition/conducting

QUESTION

Is it possible to be implemented

in an EFL context?

• Procedures:

a. Training of the Teacher

b. Dialogic Reading Sessions

c. The book reading sessions were observed to see the potential learning contexts

HOWEVER…

• Selection of Books/ Reading Materials

- Difficulty level

- Suitability with the children’s level

of development

- Familiarity of the topic

• Language Use

Bilingual, code-switch!

• Frequency

Read it over and over and over again!

• A good, fun practice that might work

for teaching English to YL in Indonesian

context

• Preparation and a lot of practices

References

• Blewitt, P., Rump, K.M., Shealy, S.E. and Cook, S.A. (2009). Shared Book Reading: When and How Questions Affect Young Children. Journal of Educational Psychology, 101(2), pp. 11

• Bus, A. G., Ijzendoorn, M. H. van, & Pellegrini, A. D. (1995). Joint Book Reading Makes for Success in Learning to Read: A Meta-Analysis on Intergenerational Transmission of Literacy. Review of Educational Research, 65 (1), 1-21.

• CONNECT. (2011). Dialogic Reading Observation Form. Chapel Hill: University of North • Carolina, FPG Child Development Institute, CONNECT: Center to Mobilize Early Childho

od Knowledge. • Cutspec, P. A. (2006). Effects of Dialogic Reading on the Language Development of 4-

and 5-Year-Old Children.Bridges, 4 (3), 1-15.• De Temple, J. M., & Snow, C. E. (2003). Learning Words from Books. In A. Van Kleeck, S

. A. Stahl, & E. B. Bauer (Eds.), On Reading to Children: Parents and Teachers (pp. 16-33). New York: Routledge.

• Hargrave, A. C., & Senechal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: the benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15 (1), 75-90.

References

• Klesius, J. P., & Griffith, P. L. (1996). Interactive storybook reading for at-risk learners. The Reading Teacher, 49 (7), 552-560.

• Lonigan, C., & Whitehurst, G. J. (1998). Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds. Early Childhood Research Quarterly, 13 (2), 263-290.

• Ping, Maria Teodora. (2014). Group interactions in dialogic book reading activities as a language learning context in preschool. Journal of Learning, Culture and Social Interaction, Volume 3, Issue 2, June 2014, Pages 146–158

• Trivette, C. M., & Dunst, C. J. (2007). Relative Effectiveness of Dialogic, Interactive, and Shared Reading Interventions. Learning, 1 (2), 1-12.

• Valdez- Menchaca, M.C. & Whitehurst, G.J. (1992).Accelerating Language Development through Picture-Book Reading: A Systematic Extension to Mexican Day Care. Developmental Psychology, 28, 1106- 1114.

• Whitehurst, G. J. (1992). Dialogic Reading: An Effective Way to Read to Preschoolers.Retrieved from http://www.readingrockets.org/article/400. (16 July 2009)

• Zevenbergen, A. A., & Whitehurst, G. J. (2003). Dialogic Reading: A Shared Picture Book Reading Intervention for Preschoolers. In van Kleek, A., Stahl, S. A., Bauer, A. B. (Eds.), On Reading to Children: Parents and Teachers (pp. 177-200). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.