Efficacy of Dialogic Reading for Mandarin-Speaking Children: A Longitudinal Study

• In Event: Marriott Roundtable Session 26
  In Roundtable Session: Early Childhood Literacy

Abstract

This research is part of a larger study and aims to examine the effects of a 12-week home-based dialogic reading intervention on Mandarin-speaking children’s expressive vocabulary. Eighty-one Mandarin-speaking kindergartners were pretested on their expressive vocabulary and assigned to one of two conditions—dialogic reading or customary reading. Parents of the dialogic reading group children participated in three dialogic reading workshops and implemented at least 48 one-on-one shared reading sessions at home with their children across the intervention time. Expressive vocabulary was retested immediately after the intervention and then measured again four months later. Results demonstrated that the dialogic reading intervention yielded a trend towards greater short and long-term effects on Mandarin-Speaking children’s expressive vocabulary.

Authors

• Ling Li, Memorial University of Newfoundland

• Antoinette Rachael Doyle, Memorial University