Title
The Effect of a Dialogic Reading Intervention on the Emergent Literacy Skills of Preschool Students
Date of Award
12-1-2005
Document Type
Thesis
Degree Name
Master of Arts (MA)
Department
Psychology
First Advisor
Dr. Lisa Kelly-Vance
Abstract
Seventeen children enrolled in a preschool for four-year-old children were separated into a dialogue reading intervention group and a control group. Dialogic reading involves making children active participants in the adult-child storybook reading process. Adults prompt children to talk about the book by asking questions. The intervention group received dialogic reading in small groups for six weeks. It was found that there was no significant improvement in emergent literacy skill in the intervention group as measured by the Developing Skills Checklist, but the children in the intervention group were actively engaged in the reading process a larger percentage of the time as compared to the children in the control group.
Recommended Citation
Domack, Alicia M., "The Effect of a Dialogic Reading Intervention on the Emergent Literacy Skills of Preschool Students" (2005). Student Work. 2426.
https://digitalcommons.unomaha.edu/studentwork/2426
Comments
A Thesis Presented to the Department of Psychology and the Faculty of the Graduate College University of Nebraska In Partial Fulfillment of the Requirements for the Degree Master of Arts University of Nebraska, Omaha. Copyright Alicia M. Domack December, 2005