Effects of Dialogic Reading in a Special Day Class

<p>Early Childhood Special Education provides services to children aged three to five years. A predominant identifier is very low communication skills (Shevell, et al, 2003; Kaiser & Roberts, 2011; Robertson & Ohi, 2016). Dialogic Reading techniques have demonstrated successes in various settings (Hargrave & Senechal, 2000; Whitehurst et al., 1988; Trivette & Dunst, 2009). The rationale for this study was grounded in Rogoff’s, “apprenticeship in thinking” (1990, p. 7) theory. The research literature reviewed centered on three primary lines of inquiry namely, 1) The social aspect of language learning; 2) Speech and language interventions; and 3) Dialogic reading strategies. This study utilized the qualitative case method approach. Data for the study was collected during a four week period of in-class intervention. Data analysis from the study revealed that the intervention using a dialogic reading strategy enabled the participants to increase their learning, use of expressive vocabulary, and the complexity, use of multiword phrases.</p>

Name thesis:degree_name

Master of Science

Level thesis:degree_level

Master's Thesis

Discipline thesis:degree_discipline

Education

Year dc:date.available

2017

Author dc:creator

• Senn, Donna

Contributors dc:contributor

• Suresh Appavoo, EdD
• Jennifer Lucko, PhD

• ECSE
• Language Learning
• Intervention
• Dialogic Reading
• Early Childhood Education
• First and Second Language Acquisition
• Language and Literacy Education
• Other Education
• Special Education and Teaching

Repository record dc:identifier

https://scholar.dominican.edu/masters-theses/342

OAI identifier oai:identifier

oai:scholar.dominican.edu:masters-theses-1334