Culturally Relevant Dialogic Reading to Increase Vocabulary in Diné Preschoolers With Disabilities

• In Event: Fairmont Roundtable Session Eighteen
  In Roundtable Session: Centering and Sustaining Diverse Multicultural and Multiethnic Literacies (Table 17)

Abstract

A lack of research exists regarding the use of culturally relevant evidence-based practices with Native American preschoolers with disabilities (Faircloth, 2006). Native American children should be represented as participants in studies for evidenced-based practices. This proposed single-case design study seeks to investigate the evidenced-based practice of Dialogic Reading to increase vocabulary knowledge of Diné preschoolers with disabilities while using culturally relevant picture books. In addition, parents of the preschool participants will be interviewed for social validity to discover Diné families’ views of the culturally relevant Dialogic Reading intervention, how they build vocabulary, and if they value culturally relevant books.

Author

• Candi Running Bear, Western New Mexico University
  Presenting Author