The Effects of Using Dialogic Reading on Young Dual Language Learners' Emergent Literacy Skills

• In Event: 75.053 - Strategic Approaches to Literacy Development

Abstract

This study examined the effects of an early reading intervention on preschool-age dual language learners’ (DLL) early literacy skills. Instruction in phonological awareness and alphabet knowledge was embedded in interactive reading strategies, also known as Dialogic Reading (DR). A single subject multiple baseline across subjects design was applied to 15 DLL preschool children. The intervention was delivered in participating children’s home language, Spanish (L1). Children’s emergent literacy skills in Spanish and in English were observed during baseline and intervention conditions. Visual analysis of single subject graphs indicated gains across all participants. In addition, paired-samples t-tests showed significant growth between pre- and post-tests in both English and Spanish of participating children. The findings have implications for research, practice, and policy making.

Authors

• Mary Ellen Huennekens, Virginia Commonwealth University

• Yaoying Xu, Virginia Commonwealth University