Efficacy of a Dialogic Reading Intervention for At-Risk Readers in Urban Schools

• In Event: Marriott Roundtable Session 26
  In Roundtable Session: Issues and Programs in Urban Education

Abstract

We replicated results from our previous research with at-risk first graders in which two total hours of dialogic reading (DR) intervention reduced the reading comprehension gap between at-risk readers and typically achieving (TA) peers. DR is a shared book reading technique that improves language skills of lower-SES preschool children. We adapted DR, with an emphasis on discussing vocabulary words. Six children received individual DR intervention, and six received individual DR with school services, for 4 total hours over several weeks. Students in the DR/School group significantly improved reading comprehension compared to 15 TA children. The two DR groups combined narrowed the gap with TA children on vocabulary. Findings replicated our previous study and warrant further investigation with larger samples.

Authors

• Cheryl C. Durwin, Southern Connecticut State University

• Dina L. Moore, Southern Connecticut State University

• Deborah A Carroll, Southern Connecticut State University

• Brianna Chiaraluce, Southern Connecticut State University