This study investigated an enhanced dialogic reading (DR) approach in facilitating emergent literacy skills in typically developing preschool children. Eight children from a Title One preschool and their parents participated in five weekly 90-minute training sessions that focused on phonological awareness, print awareness, and alphabet knowledge. First order effects were examined in parent questioning and interaction behaviors on pre- and post-training videotapes. Second order effects were examined in the children's outcomes from pre- to posttesting of preliteracy, speech, and language skills. Results indicated that parents made significant increases in their initiations and responses and a significant decrease in their Mean Length of Turns. Second order effects were obtained in children's significant increases in responses during storybook reading, as well as in their preliteracy skills. With the exception of MLU, there were no differences in children's oral language, speech, or receptive language skills, which support the modularity of emergent literacy skills.
","abstract_html":"<p>This study investigated an enhanced dialogic reading (DR) approach in facilitating emergent literacy skills in typically developing preschool children. Eight children from a Title One preschool and their parents participated in five weekly 90-minute training sessions that focused on phonological awareness, print awareness, and alphabet knowledge. First order effects were examined in parent questioning and interaction behaviors on pre- and post-training videotapes. Second order effects were examined in the children's outcomes from pre- to posttesting of preliteracy, speech, and language skills. Results indicated that parents made significant increases in their initiations and responses and a significant decrease in their Mean Length of Turns. Second order effects were obtained in children's significant increases in responses during storybook reading, as well as in their preliteracy skills. With the exception of MLU, there were no differences in children's oral language, speech, or receptive language skills, which support the modularity of emergent literacy skills.</p>","abstract_has_math":false,"creators":["Davis, Sheri E."],"institution":null,"degree_name":"MS (Master of Science)","degree_level":"Thesis - unrestricted","degree_discipline":"Communicative Disorders","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-05-01T07:00:00Z","date_published":"2004-05-01T07:00:00Z","updated_at":"2026-07-24T02:19:28Z","subjects":["Dialogic reading","Communication Sciences and Disorders","Medicine and Health Sciences","Speech and Hearing Science"],"languages":[],"rights":["Copyright by the authors."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.etsu.edu/etd/867","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Davis, Sheri E."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["1995-01-01T08:00:00Z"]},{"key":"dc:date.issued","label":"Date","values":["2004-05-01T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Communicative Disorders"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis - unrestricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["MS (Master of Science)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Dialogic reading","Communication Sciences and Disorders","Medicine and Health Sciences","Speech and Hearing Science"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright by the authors."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.etsu.edu/context/etd/article/2024/viewcontent/DavisS041604f.pdf","https://dc.etsu.edu/etd/867"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study investigated an enhanced dialogic reading (DR) approach in facilitating emergent literacy skills in typically developing preschool children. Eight children from a Title One preschool and their parents participated in five weekly 90-minute training sessions that focused on phonological awareness, print awareness, and alphabet knowledge. First order effects were examined in parent questioning and interaction behaviors on pre- and post-training videotapes. Second order effects were examined in the children's outcomes from pre- to posttesting of preliteracy, speech, and language skills. Results indicated that parents made significant increases in their initiations and responses and a significant decrease in their Mean Length of Turns. Second order effects were obtained in children's significant increases in responses during storybook reading, as well as in their preliteracy skills. With the exception of MLU, there were no differences in children's oral language, speech, or receptive language skills, which support the modularity of emergent literacy skills.
"]},{"key":"dc:title","label":"Title","values":["An Enhanced Dialogic Reading Approach to Facilitate Typically Developing Pre-School Children's Emergent Literacy Skills."]}]}],"canonical_facts":{"dc:creator":["Davis, Sheri E."],"dc:date.available":["1995-01-01T08:00:00Z"],"dc:date.issued":["2004-05-01T07:00:00Z"],"dc:description.abstract":["This study investigated an enhanced dialogic reading (DR) approach in facilitating emergent literacy skills in typically developing preschool children. Eight children from a Title One preschool and their parents participated in five weekly 90-minute training sessions that focused on phonological awareness, print awareness, and alphabet knowledge. First order effects were examined in parent questioning and interaction behaviors on pre- and post-training videotapes. Second order effects were examined in the children's outcomes from pre- to posttesting of preliteracy, speech, and language skills. Results indicated that parents made significant increases in their initiations and responses and a significant decrease in their Mean Length of Turns. Second order effects were obtained in children's significant increases in responses during storybook reading, as well as in their preliteracy skills. With the exception of MLU, there were no differences in children's oral language, speech, or receptive language skills, which support the modularity of emergent literacy skills.
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