How Does Dialogic Reading Help Language Development
Introduction
Reading story books to young children in an interactive fashion on a daily basis is an indicator of quality early on childhood education (Siraj-Blatchford et al., 2008) and a significant predictor of language learning in primary education (van Druten-Frietman et al., 2016) and of language and literacy outcomes in longitudinal studies (Ulferts et al., 2019). Adult–kid book reading is a kind of extended intervention technique that enhances children's language skills for reading and written language outcomes when children actively engage in reading (Scarborough and Dobrich, 1994; Swanson et al., 2011). Teachers may use dialogic reading techniques, such equally questioning, elaborating information, and initiating discussions, to encourage verbal interaction with children (Zevenbergen et al., 2003; Swanson et al., 2011) and to actively appoint children in learning (Seligman et al., 2009).
In dialogic reading, children get a storyteller during book reading. Adults, on the other hand, become an agile listener, audience, and questioner. Adults provide advisable assistance to the child by using an evocative approach when reading a story, such as request the child near the picture or content of the story, supporting the child in telling the story along with adults (e.g., Haden et al., 1996; Whitehurst and Lonigan, 1998; Swanson et al., 2011; Flack et al., 2018). There are significantly greater language gains than when adults simply read a book to children (Arnold and Whitehurst, 1994; Hargrave and Sénéchal, 2000; Grub and McBride-Chang, 2003). Additionally, children enjoy dialogic reading more traditional didactics considering the addition of prompts during reading together can enable adults to follow children's interests and attending (Valdez-Menchaca and Whitehurst, 1992). The pleasure of reading is beneficial to the child's language development (Zevenbergen et al., 2003). Recent studies constitute that dialogic reading has a positive issue on linguistic communication and literacy development for the kid, mainly in encouraging receptive vocabulary development and involvement in reading, for both Chinese (Grub et al., 2008, 2010), and English learning in simple classrooms (Chow et al., 2017). Immature children in Hong Kong received formal education in reading and writing, in both Chinese and English languages, at age iii in Kindergarten, as stipulated in the Kindergarten Education Curriculum Guide (Education Agency, 2017).
Effects of Dialogic Reading
Swanson et al. (2011) conducted a meta-analysis of reading interventions for children at run a risk for reading difficulties from preschool to tertiary grade. The dialogic reading arroyo is ane of the frequently used interventions, and outcome measures are mostly expressive vocabulary, receptive vocabulary, word recognition, and semantic complexity (eastward.g., number of nouns, verbs, modifiers); and of the 27 studies, only one or two studies used syntactic complication (e.g., mean length of utterance). These authors concluded that extended child–adult dialog and questioning around storybooks can meliorate literacy outcomes, mainly receptive and expressive vocabulary although fewer studies use syntactic variable.
Exact creativity is some other language outcome examined in studies with young children, schoolchildren, and higher students. Smogorzewska (2014) plant that both reading stories to immature children, and asking them to make stories enhanced creativity as measured by semantic structure (continuous episodes), narration cohesion (fourth dimension sequence, crusade–effect), story complexity (number of connections among characters), story length (number of words), and originality (novel elements). Aerila and Rönkkö (2015) integrated arts, story reading, and telling as a creative learning procedure. They first read part of a story to a group of young children and they further verbally elaborated the story and made art craft of the characters and episode, and then they read well-nigh the original ending, their new elaboration, and shared collaboratively almost their own artistic products. Creative outcomes included verbal creativity equally measured by the new story, and visual creativity equally presented by hand drawn pictures and handmade characters.
Flack et al. (2018) conducted some other meta-assay on how children's language acquisition is related to reading picture/story books using 38 studies with two,455 children. Children learned 3.025 words (raw alter) on boilerplate, and 46% of the words were included in the reading process. Dialogic reading techniques increase word learning in children by at least i give-and-take when adults draw pictures and enquire questions during reading, regardless of whether teachers or parents or caregivers serve every bit the reader. These authors also suggested some new futurity directions for research. Children aged between 3 and 5 years who are read the same storybooks repeatedly learned more words. Children betwixt 2 and 10 years could learn approximately ii to five new words (approximately 2.77 nouns, iii.10 verbs). Reading styles, exposure to the same storybooks, and learning nouns and verbs are all significant moderators when studying the dialogic reading approach with immature children.
Of the 38 studies in Flack et al.'s (2018) meta-analysis, four major types of reading stimuli were employed. First, two studies used a wordless motion-picture show book (Ard and Beverly, 2004; Abel and Schuele, 2014). Second, approximately 15 studies used writer-created picture show books embedded with targeted words that were mainly nouns (e.1000., Blewitt et al., 2009; Houston-Toll et al., 2014; Flack and Horst, 2018). Third, two studies used adapted picture books with target words or grammar structures (McLeod and McDade, 2011; Evans and Saint-Aubin, 2013). The terminal type of picture books were popular story books in children's literature with no specific target words or structures (Beck and McKeown, 2007; Pullen et al., 2010; Strasser et al., 2013; Chen and Liu, 2014). Commercial movie books differ from wordless, author-created or adapted children'south motion picture books in that the former have significantly more words, more than types of words, and more than grammar structures. Flack et al. (2018) did non ascertain or observe that type of picture show book was a meaning moderator. The dialogic reading technique had the greatest effect.
Reading stories with themes on resilience, or enriched with sensory stimuli also enhance creativity amid older students. Boytos et al. (2015) discovered that college students scored higher in the Torrance Tests of Creative Thinking after reading an underdog story than those who read a summit domestic dog. The underdog displayed resilience when undergoing hardship in life and creativity in problem solving. Bos et al. (2015) found that kindergarten children with college sensory richness scores wrote highly original stories with more sensory words and situational words. Webb and Rule (2014) integrated story reading with humour, wisdom, and emotion when learning about health and nutrition in a second grade classroom. Students displayed higher creativity in figural creativity but reported no pregnant differences on enjoyment of volume, enjoyment of making figural transformation, and perceived creativity.
In this written report, laurels-winning commercial picture books written in English language for children anile betwixt 3 and 6 years were called for three reasons: the narrative level was advisable for the kindergarten age group, they had highly-seasoned illustrations to children, and they had enriched elements of the EMPATHICS model (Oxford, 2016) outlining the psychological dimensions of positive language learning. EMPATHICS is an acronym for Emotion and Empathy, Significant and Motivation, Perseverance, including Resilience, Agency and Autonomy, Time, Habits of Mind, Intelligences, Character Strengths, and Cocky Factors, especially self-efficacy. The enriched content provides more than interesting elements to enhance vocabulary and syntax compared with traditional reading, which usually focuses on repetitive semantic (e.thou., food items) and syntactic elements (e.g., "I like …"). To our knowledge, this study is the first study to adopt the EMPATHICS model for studying how beneficial it is for immature children's L2 learning. The current report aimed to investigate the effectiveness of reading picture books with EMPATHICS elements using dialogic reading techniques for enhancing young children's English linguistic communication evolution and verbal creativity.
Materials and Methods
Participants
The study was a quasi-experimental design with three dissimilar time points, including a pretest, mid-test, and posttest, to investigate how picture show books with EMPHATICS elements and read using dialogic reading techniques help the linguistic communication and creativity development of young children learning English language equally a 2d linguistic communication. Ethical approving was obtained from the Ethics and Research Committee of the academy. Parents provided written and informed consent for their child and themselves to take function in the study. Seventy-viii kindergarten children aged from 4 to 5 years in cluster groups were randomly assigned to the experimental and command groups. Initially, a full of 89 kindergarten children in three K2 classes and three K3 classes (43 in the experimental status and 46 in the command condition) were included. Only 39 children (xix boys and 20 girls) in the experimental group and 39 (18 boys and 21 girls) in the control group completed the three assessments, yielding an attrition rate of 12.three%, usually due to sick or casual exit during the second or 3rd assessment times.
Procedure
At the baseline measurement, each kid was individually tested for approximately 15–twenty min in the kindergarten classroom by trained psychology undergraduate and postgraduate students. With a double-bullheaded design, the experimenters and the child participants did not know which children belonged to the experimental or control groups. Children were briefed that they would utilize English to play all games earlier the tests. At that place were three tests for the children: an English receptive vocabulary exam, a story-telling task (STT), and complimentary chat. After all the tests, a drawing sticker was given to the kid as a token of appreciation, and each child was given an English language moving picture volume to bring home as another token.
Four classes of kindergarten children from ii different age groups (ages 4 and 5) were randomly assigned into 2 groups: (a) an experimental group with dialogic reading first with ordinary English stories and then with creative English stories or (b) a command group with traditional reading first with ordinary English stories and then with creative English language stories. After the baseline measurement, the former 4-calendar week dialogic reading sessions with typical English reading as assigned by the kindergarten were conducted in the experimental group, whereas traditional reading with the aforementioned typical English reader was implemented in the control grouping. There were a total of 12 lessons (240 min) and xx min for each lesson. 2 participating teachers in the dialogic reading group were trained by the researchers in how to employ dialogic reading techniques to link creativity and vocabulary learning in the story books. Teaching materials with articulate instruction and procedures, i.east., using the Prompt–Evaluate–Expand–Repeat sequence and five types of questions with CROWD every bit the acronym, namely, Completion, Call up, Open-ended, Wh-words, Distancing, were provided for teachers (please see Appendix I for sample questions). At that place was a classroom observation in the get-go or second lesson taught past trained teachers to ensure fidelity of implementation. According to a contempo review on fidelity of dialogic reading studies in early on childhood education of Towson et al. (2019), the fidelity level of the electric current written report can exist classified as the highest level when "authors stated grooming was provided and gave a detailed description of training" (p. 136).
The classes were also recorded to evaluate the whole educational activity process. After the iv-week intervention, a mid-test assessment was conducted with the same procedures and assessment materials equally those completed at the baseline assessment. The next 4-week dialogic reading sessions with English stories with EMPATHICS elements were implemented in the dialogic group, and 4 sessions of traditional reading with the aforementioned English stories with enriched elements were conducted in the control group. The posttest measurement was completed within 1 month of the reading intervention taking place.
To control for cognitive ability and parental influence, children'due south non-exact reasoning ability was assessed by Raven'south standard progressive matrices (Raven et al., 1996), and no significant deviation was found (t = 0.854, p = 0.397) between the experimental and control groups. The Parent–Child Interaction Questionnaire (Yau and Yang, 2014), and Chinese Early Parental Involvement Scale (Lau et al., 2012) were used to mensurate psychological and language interaction, and parental involvement in school. No significant differences in parent–child interaction overall mean scores (t = 0.653, p = 0.516), and those of parental involvement (t = 0.487, p = 0.628) were found in between the experimental and control groups.
Materials
4 English language story books were used for the 8 weeks of the 12 sessions of dialogic reading lessons, including 2 typical English readers assigned by the school used in the outset six sessions and another two English language EMPATHICS picture books in the 2d half dozen sessions. Features of these readers and picture books are described in not bad item in Table i.
Tabular array one. Features of the English readers and picture books.
Instruments
Receptive Vocabulary in English
The Peabody Flick Vocabulary Test IV (PPVT-IV; Dunn and Dunn, 2007)
This test is an English-graded vocabulary test for children aged between 3 and 6. Children were orally presented a vocabulary item and asked to cull the picture for this item out of a 4-picture grid. The four-picture grid included pictures representing a target word, an onset distractor, a rhyming distractor, and an unrelated distractor. For example, in i testing trial, "Cat" was a target word, "Hat" was a rhyming distractor, "Cookie" as an onset distractor, and "Canis familiaris" was an unrelated distractor. The Cronbach'southward alpha was 0.982 for Time 1. The correlation coefficients betwixt Time 1 and the other two time points were Time 2 (r = 0.679, p = 0.000) and Time 3 (r = 0.722, p = 0.000), and between Time 2 and Fourth dimension three (r = 0.741, p = 0.000), indicating satisfactory exam and retest reliability.
Syntactic Complexity in English language
Edmonton Narrative Norms Instrument (ENNI; Schneider et al., 2002; Schneider and Hayward, 2010)
The story-telling test measures children'southward syntactic evolution. In the test, a series of five wordless pictures was shown to participants in an private session. Each participant was required to tell a story about the pictures on his/her own in English. Before telling the story, the participants were allowed 1 min to expect through all pictures, and they were asked and briefed to tell an interesting story afterwards. Five-movie stories in A1 and five-flick stories in B1 were used. In the airplane pilot exam, half of the children randomly used the A1 story, and another half used the B1 story. In the baseline measurement and posttest assessment tasks, the B1 story was used while the A1 story was used in the pretest to reduce the consequence of time. The Cronbach'due south alpha value for the following 10 items for Fourth dimension 1 was 0.709, indicating satisfactory reliability. An overall hateful score was computed using the 10 items. All stories were video-recorded and scored in the target items: (a) the amount of words - total number of words (TNW), (b) number of different words (NDW), (c) mean length of communication units (MLCU), (d) included utterance (IU), (e) contained clause (IC), (f) dependent clause (DC), (g) clausal units (CU), (h) complication index [CI = (IC + DC)/IC], (i) story grammar (SG) units to evaluate overall content and marco structure (organization) for characterizing good stories, and (j) first mentions (FM) to measure the referential cohesion using FM of characters and objects commencement when telling a story. The correlation coefficients between Time 1 and the other two time points were Time two (r = 0.386, p = 0.000) and Time iii (r = 0.470, p = 0.000), and betwixt Time 2 and Time 3 (r = 0.526, p = 0.000), indicating moderate test–retest reliability.
Exact Creativity in English language
Story-telling task (STT; Hennessey and Amabile, 1988; Hui et al., 2013)
The STT was conducted by an experienced researcher and trained research assistants. Each child was presented with an unseen moving picture and was asked to tell a story almost the picture. In this test, child participants were provided 3 min for preview and v min to create their story. The participants were allowed to proceed until they indicated completion. The storytelling process was digitally recorded and and then independently evaluated past two raters for thirteen criteria: (1) relevancy to the story, (2) ability to describe the story, (iii) ability to organize the story, (4) ability to limited, (5) ability to show emotions, (6) ability to speak in an audible tone, (7) ability to add together conversations, (8) ability to include humorous elements, (9) ability to include artistic elements, (10) power to place bug and observe relevant solutions, (xi) ability to proper noun the story, (12) ability to make story by themselves, and (13) power to utilize vocabulary. Each criterion was rated on a 5-point scale (from 0, lowest, to 4, highest). A composite score was calculated for each participant. Each story was rated by two trained researchers. In that location were positive correlations between the composite scores calculated by the two markers for the 3 tests (r = 0.56 ∼0.73, p < 0.001), indicating moderate interrater reliability. The correlation coefficients between Time one and the other 2 time points were Fourth dimension 2 (r = 0.439, p = 0.000) and Time 3 (r = 0.468, p = 0.000), and betwixt Time 2 and Time 3 (r = 0.545, p = 0.000), indicating moderate exam–retest reliability.
Results
Descriptive statistics of the vocabulary, creativity, and syntax scores across three time points are listed in Tabular array 2. An independent sample T-test was conducted to examine whether there was any initial deviation amid the pretest scores and no pregnant differences were found: receptive vocabulary (t = -0.325, p = 0.746), verbal creativity (t = 1.182, p = 0.241), and syntactic complexity (t = 1.334, p = 0.186).
Tabular array ii. Means and standard deviations of variables.
A two-way (two groups × three times) repeated measured MANOVA was conducted to assess whether there were differences across the 3 time points and between the DR and TR grouping. The assumption of sphericity was not violated and thus the sphericity assumed values were used. Statistically significant multivariate effects were found for the main effects of group, Wilks' lambda = 0.781, F(3,74) = 6.909, p < 0.001, etaii = 0.219, and fourth dimension, Wilks' lambda = 0.340, F(vi,71) = 22.953, p < 0.001, eta2 = 0.66, only no overall interaction effect between time and grouping, Wilks' lambda = 0.911, F(6,71) = 1.151, p = 0.343.
Within the same grouping, the time result showed the departure between reading with typical reader (Fourth dimension two) and the enriched EMPHATHICS picture books (Time iii). There was a pregnant group effect, Wilks' lambda = 0.781, F(3,74) = 6.909, p < 0.001, eta2 = 0.219, indicating the departure between the dialogic reading group and the traditional reading grouping when using the same type of reading materials at the same menstruum. A follow-upwardly ANOVAs revealed that the statistically significant change from Time 1 to Time 3 was only for the syntactic complexity variable, F(1,76) = 49.956, p < 0.001, eta2 = 0.397, and that the change was different from the two groups, F(1,76) = 4.676, p < 0.05, eta2 = 0.058. The effect size was small. Table three shows the time and group and interaction furnishings of the variables.
Table iii. Effects of fourth dimension and grouping on variables.
Follow-upward ANOVAs show that the means of linguistic communication and inventiveness scores suggest that all children had significantly higher across the iii fourth dimension points in receptive vocabulary, F(2,152) = xvi.379, p < 0.001, eta2 = 0.177, syntactic complication, F(2,152) = 57.95, p < 0.001, etatwo = 0.433, and verbal inventiveness, F(ii,152) = 23.597, p < 0.001, eta2 = 0.237. Figures 1–3 show the increases of the outcomes across the three fourth dimension points in all participants. All children benefited from reading both typical reader and the enriched flick books; however, more observable gains were found when both groups reading the enriched picture books.
Figure ane. Receptive vocabulary gains of experimental grouping and control group beyond three times.
Significant differences were found between the experimental group and the control group in verbal creativity, F(1,76) = vi.184, p < 0.05, eta2 = 0.075 and also in syntactic complexity, F(ane,76) = 16.94, p < 0.001, eta2 = 0.182 but no such divergence was reported in vocabulary, F(one,76) = 0.005, p = 0.944. Inspection of the Figures two, iii suggested that the dialogic reading group told stories with higher syntactic complexity, and higher creativity than the control group. Both groups gained similarly in receptive vocabulary and thus no pregnant differences were observed amongst them.
Effigy 2. Verbal inventiveness gains of experimental group and control group beyond three times.
Figure 3. Syntactic complication gains of experimental grouping and control grouping beyond 3 times.
Word
This report investigated the learning effectiveness of reading pic books with EMPATHICS elements (Oxford, 2016) using dialogic reading techniques in enhancing young children'southward English literacy development as a second language. The findings have showed both groups reported like blueprint of vocabulary, syntactic, and creativity evolution when reading frequently with teachers later on the 12-calendar week intervention. More than advanced developments in syntax and creativity are reported when using dialogic reading techniques of dialogic teaching. This report extends previous research past investigating the effectiveness of dialogic reading techniques on English as second language development among kindergarten children using typical school readers and stories enriched with positive psychology elements.
English Receptive Vocabulary
The increase in young children's English language vocabulary across the 12 weeks has indeed indicated that reading picture show books to children in early childhood classroom frequently brings benefits to their receptive vocabulary, regardless of using traditional or dialogic techniques. These findings are partly consistent with the literature that picture volume reading strengthens students' vocabulary knowledge (Flack et al., 2018). Teachers reading to children in a daily basis is an of import indicator of quality early childhood environs (Siraj-Blatchford et al., 2008), and serving as a predictor of children's later language outcomes (van Druten-Frietman et al., 2016; Ulferts et al., 2019). The impact of using EMPATHICS enriched storybooks on vocabulary gain is reported when these books are used between Time 2 and Time 3. This finding is consequent with a recent written report on reading extensively with dissimilar types of books to children in a dialogic method tin can enhance expressive vocabulary (Wesseling et al., 2017).
The lack of significant positive effects of dialogic reading on English vocabulary knowledge may exist due to the relatively short implementation menstruation. With a longer implementation time, dialogic reading approach which promotes more interactions might have a benign effect on linguistic communication skills like other interventions of interactions on the first language acquisition, such as extratextual interactions programs of over 30 weeks (Wasik et al., 2006). In some successful studies, vocabulary items related to the picture books have been included as assessment items and expressive vocabulary can serve equally alternative vocabulary outcomes (Ong, 2017).
English Syntactic Complexity
Our findings have indicated that reading frequently to children with different types of stories promotes syntactic development in L2 English language in immature learners, in addition to vocabulary enhancement. This finding is consequent with previous studies (Smogorzewska, 2014; Flack et al., 2018). The type of reader does make a difference to literacy development, and does the reading approach as well. The original books chosen past the kindergarten teachers are written and produced past textbook suppliers. These picture books often focus on i or ii repetitive sentence patterns, related vocabulary, and simple illustrations with an intention to utilize repeated reading and rote learning to foster semantic and syntactic gains. Language acquisition in L2 learners follows a similar developmental theory of an integration of complex syntax, lexical learning, and vocabulary evolution equally suggested by Dye et al. (2019). Story reading is likewise a good pedagogical strategy to foster syntactic evolution (Schneider and Hayward, 2010).
The EMPATHICS model enables teachers to take into business relationship the psychological aspects of the language learner. The positive impact of EMPATHICS elements is manifested when enriched storybooks are read between Time 2 and Time 3. To sustain children's reading motivation and support children to be fluent readers, the EMPATHICS elements serve as excellent criteria for teachers and parents to choose books that strengthen both learners' reading behaviors simply likewise bureau, autonomy, and self-efficacy of children (MacIntyre, 2016; Oxford, 2016).
Both incorporating extended child–adult dialog by questioning around the stories, and using traditional reading approach encourage children to speak longer and circuitous sentences, communicate more than eagerly, and express themselves more willingly. This finding is consequent with Lonigan and Whitehurst's (1998) report that children produced more lengthy sentences with more than different words when reading unfamiliar volume with dialogic reading approach. The extended child–adult dialog and questioning techniques with CROWD can help young children read the text creatively and extensively, and encourage them to read with greater intrinsic motivation (Walsh and Blewitt, 2006; Chow et al., 2017).
English Verbal Creativity
Although the increase in young children'south exact creativity in the ii groups did non show a pregnant interaction effect, their exact inventiveness increases when reading constantly with both types of readers across the 12 sessions. Children tend to tell more creative stories when they are asked oft nearly questions generated from the readers. The EMPATHICS enriched readers serve as interesting stimuli to enhance creativity through cultivating children'southward imagination (Kohm et al., 2016; Moedt and Holmes, 2018). Kohm et al. (2016) reported teachers observed children actively creating "new adventures based upon the story'southward content and language" and engaging in more than social play with peers and generating positive impact.
Previous studies have as well found like mixed results on older children and in children from other non-Chinese cultures (Fleith et al., 2002; Hommel et al., 2011; Leikin and Tovli, 2014). Leikin and Tovli (2014) examined the creative functioning of two groups of kindergarten children nether half dozen years old who spoke both Russian and Hebrew or only Hebrew. Verbal creativity was assessed by asking children to generate as many responses every bit possible to 3 semantic categories (animals, food and things to exist taken on a picnic) and generating as many solutions as possible to a problem solving task. Bilingual children outperformed monolingual children in semantic tasks just did not show significant differences in the problem solving task. Fleith et al. (2002) found no significant difference in figural creativity among Class 5 schoolchildren, half of whom spoke both Brazilian and English language, and one-half of whom were monolingual children, afterward participating in a 15-week creativity training program. Hommel et al. (2011) studied English vocabulary and two cognitive tests, including a remote associates task and an alternate uses task between two groups of college students who were highly adept Dutch–English bilingual students living in the netherlands and low proficiency bilingual students with German origins. The highly proficient group of Dutch–English language participants scored college on English vocabulary and the remote associates task, but the low proficiency group scored college in fluency and the alternate uses task.
Creativity among young children may vary with the nature of the creativity tasks. Familiar tasks tend to generate more than artistic responses, e.g., creative artwork (Fleith et al., 2002; Webb and Rule, 2014; Aerila and Rönkkö, 2015). The STT is a familiar activity in early childhood classroom when compared with the remote associates tasks or alternate employ tasks (Hommel et al., 2011) or instance tasks (Leikin and Tovli, 2014). In other studies with older students, linguistic communication proficiency is found to be an of import variable in studies showing an reward in creativity. Given the immature age of participants in the current study, their language proficiency is still developing and of similar level, and it is reasonable to observe that reading both types of readers have enhanced exact creativity. The lack of significant positive furnishings of dialogic reading on verbal creativity can exist due to the emerging language proficiency in L2 when learning two languages in early childhood (Kharkhurin, 2018).
Limitation and Further Studies
There are three major limitations in this report. First, the dialogic reading approach is implemented for only 12 sessions in this study. Farther studies tin can involve a longer implementation period to provide a clearer picture of its furnishings on students' linguistic communication development. 2d, the sample size is small which might affect the effect size. Third, this study has demonstrated positive furnishings of EMPATHIICS-enriched literacy texts on English sentence complexity but does not examine the underlying mechanisms. Futurity research can include observation of teacher–kid interactions to examine factors mediating these causal links. Variables of the children'southward well-being may also be included and a larger sample may be used to ameliorate the upshot size.
Conclusion and Implications
This report has provided prove for the effectiveness of EMPATHICS-enriched reading on facilitating language development through enhancing syntactic development in immature children learning Chinese equally a kickoff language and English as a second linguistic communication. The findings have several major implications for linguistic communication learning and 2nd language learning. Commencement, the present report has extended the awarding of positive psychology in language learning and early childhood classroom by demonstrating shut links betwixt the EMPATHICS model and English language language learning in kindergarten, in improver to directly instruction, on positive psychology as investigated past Kristjánsson (2012) and Shoshani and Slone (2017). This finding stimulates farther inquiry in this area, particularly in investigating the underlying mechanisms of these phenomena. Additionally, this report has provided a new direction for educators and parents to design and implement learning activities that enhance positive emotions, graphic symbol strengths, and joy in learning. Information technology is feasible to integrate positive psychology in language pedagogy (Ciarrochi et al., 2016). The findings have demonstrated the importance of providing a stimulating learning environment in linguistic communication instruction for immature children in kindergarten. Futurity directions include a longitudinal written report of how young children further develop their language skills in both Chinese and English from kindergarten to master schoolhouse.
Information Availability Statement
The datasets generated for this study are bachelor on request to the corresponding author.
Ideals Statement
The studies involving homo participants were reviewed and canonical by City University of Hong Kong. Written informed consent to participate in this study was provided by the participants' legal guardian/adjacent of kin.
Writer Contributions
AH served as the principal investigator of the enquiry project described in the manuscript. BC, EC, and M-TL served equally co-investigators. All authors conducted the study together, visited the experimental and control classrooms, trained the teachers in the experimental group, and discussed nearly data analyses.
Funding
This work was solely supported by a grant from the Research Grants Council of the Hong Kong Special Administrative Region, China (Project No: CityU 11403514).
Conflict of Interest
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed every bit a potential conflict of involvement.
Acknowledgments
We thank the immature children and teachers participating in the written report also as Miss Cindy Chan, Miss Li Wing Hei, and Mr. Sam Chung Ting, research assistants to the project.
References
Abel, A. D., and Schuele, C. Chiliad. (2014). The influence of two cognitivelinguistic variables on incidental discussion learning in 5-year-olds. J. Psycholinguist. Res. 43, 447–463. doi: ten.1007/s10936-013-9264-4
PubMed Abstruse | CrossRef Full Text | Google Scholar
Aerila, J.-A., and Rönkkö, Yard. L. (2015). Integrating literature with craft in a learning procedure with creative elements. Early on Child. Educ. J. 43, 89–98. doi: 10.1007/s10643-013-0626-one
CrossRef Full Text | Google Scholar
Ard, Fifty. M., and Beverly, B. L. (2004). Preschool give-and-take learning during joint volume reading: result of adult questions and comments. Commun. Disord. Q. 26, 17–28. doi: 10.1177/15257401040260010101
CrossRef Total Text | Google Scholar
Arnold, D. S., and Whitehurst, Yard. J. (1994). "Accelerating language development through picture book reading: a summary of dialogic reading and its furnishings," in Bridges to Literacy: Children, Families, and Schools, ed. D. K. Dickinson (Oxford: Blackwell), 103–128.
Google Scholar
Beck, I. L., and McKeown, M. One thousand. (2007). Increasing young low-income children's oral vocabulary repertoires through rich and focused instruction. Elem. Sch. J. 107, 251–271. doi: 10.1086/511706
CrossRef Total Text | Google Scholar
Blewitt, P., Rump, K. M., Shealy, Southward. E., and Cook, Due south. A. (2009). Shared volume reading: when and how questions impact young children's discussion learning. J. Educ. Psychol. 101, 294–304. doi: x.1037/a0013844
CrossRef Total Text | Google Scholar
Bos, L. T., de Koning, B. B., Boonstra, A. Thou., and van der Schoot, M. (2015). What can measures of text comprehension tell united states of america virtually creative text production? Read. Writ. 28, 829–849. doi: 10.1007/s11145-015-9551-6
PubMed Abstract | CrossRef Total Text | Google Scholar
Boytos, A., Smith, K., and Kim, J. H. (2015). The underdog advantage in creativity. Recall. Skills Creat. 26, 96–101. doi: 10.1016/j.tsc.2017.10.003
CrossRef Full Text | Google Scholar
Chen, Y., and Liu, H.-M. (2014). Novel-word learning deficits in Mandarinspeaking preschool children with specific linguistic communication impairments. Res. Dev. Disabil. 35, 10–20. doi: 10.1016/j.ridd.2013.ten.010
PubMed Abstract | CrossRef Total Text | Google Scholar
Chow, B. Westward.-Y., and McBride-Chang, C. (2003). Promoting language and literacy development through parent-child reading in Hong Kong preschoolers. Early Educ. Dev. 14, 233–248. doi: x.1207/s15566935eed1402_6
CrossRef Total Text | Google Scholar
Grub, B. Due west.-Y., McBride-Chang, C., and Cheung, H. (2010). Parent-kid reading in English language as a 2nd language: furnishings on linguistic communication and literacy development of Chinese kindergartners. J. Res. Read. 33, 284–301. doi: 10.1111/j.1467-9817.2009.01414.x
CrossRef Full Text | Google Scholar
Chow, B. Due west. Y., McBride-Chang, C., Cheung, H., and Chow, C. S. L. (2008). Dialogic reading and morphology training in Chinese children: effects on language and literacy. Dev. Psychol. 44, 233–244. doi: x.1037/0012-1649.44.1.233
PubMed Abstract | CrossRef Full Text | Google Scholar
Chow, Westward. Y., Hui, A. N. Northward., and Chiu, B. (2017). Creative literacy activities promote positive reading attitude in children learning English equally a strange linguistic communication. J. Res. Read. 41, 278–289. doi: x.1111/1467-9817.12096
CrossRef Full Text | Google Scholar
Ciarrochi, J., Atkins, P. Due west. B., Hayes, L. L., Sahdra, B. K., and Parker, P. (2016). Contextual positive psychology: policy recommendations for implementing positive psychology into schools. Front. Psychol. 7:e01561. doi: x.3389/fpsyg.2016.01561
PubMed Abstruse | CrossRef Total Text | Google Scholar
Dunn, Fifty. Grand., and Dunn, L. Thousand. (2007). Peabody Pic Vocabulary Test IV (PPVT-4). San Antonio, TX: Pearson Education.
Google Scholar
Dye, C., Kedar, Y., and Lust, B. (2019). From lexical to functional categories: new foundations for the study of language development. Beginning Lang. 39, nine–32. doi: x.1177/0142723718809175
CrossRef Total Text | Google Scholar
Education Bureau, (2017). Curriculum Guide to Kindergarten Pedagogy. Hong Kong: Regime Printer.
Google Scholar
Evans, M. A., and Saint-Aubin, J. (2013). Vocabulary acquisition without developed explanations in repeated shared book reading: an eye movement study. J. Educ. Psychol. 105, 596–608. doi: ten.1037/a0032465
CrossRef Full Text | Google Scholar
Flack, Z. Thousand., and Horst, J. S. (2018). Two sides to every story: children acquire words better from 1 storybook page at a fourth dimension. Babe Child Dev. 27:e2047. doi: 10.1002/icd.2047
CrossRef Full Text | Google Scholar
Fleith, D. D. S., Renzulli, J. S., and Westberg, G. L. (2002). Furnishings of a creativity training programme on divergent thinking abilities and self-concept in monolingual and bilingual classrooms. Creat. Res. J. 14, 373–386. doi: x.1207/s15326934crj1434_8
CrossRef Total Text | Google Scholar
Haden, C. A., Reese, Due east., and Fivush, R. (1996). Mothers' extratextual comments during storybook reading: stylistic differences over time and beyond texts. Soapbox Procedure. 21, 135–169. doi: 10.1080/01638539609544953
CrossRef Full Text | Google Scholar
Hargrave, A. C., and Sénéchal, Yard. (2000). A volume reading intervention with preschool children who have express vocabularies: the benefits of regular reading and dialogic reading. Early Child. Res. Q. xv, 75–90. doi: 10.1016/s0885-2006(99)00038-i
CrossRef Full Text | Google Scholar
Hennessey, B. A., and Amabile, T. M. (1988). Story-telling: a method for assessing children's creativity. J. Creat. Behav. 22, 235–246. doi: 10.1002/j.2162-6057.1988.tb00502.x
CrossRef Total Text | Google Scholar
Hommel, B., Colzato, Fifty. South., Fischer, R., and Christoffels, I. K. (2011). Bilingualism and creativity: benefits in convergent thinking come with losses in divergent thinking. Front. Psychol. 2:273. doi: 10.3389/fpsyg.2011.00273
PubMed Abstract | CrossRef Full Text | Google Scholar
Houston-Price, C., Howe, J. A., and Lintern, N. J. (2014). Once upon a fourth dimension, there was a fabulous funambulist What children acquire nearly the high-level" vocabulary they encounter while listening to stories. Front. Psychol. 5:75. doi: 10.3389/fpsyg.2014.00075
PubMed Abstract | CrossRef Full Text | Google Scholar
Hui, A., He, One thousand., and Liu-Au, Due east. (2013). "Creativity and early talent development in the arts in immature and schoolchildren," in Creativity, Talent and Excellence, ed. A. G. Tan, (Singapore: Springer), 75–87. doi: x.1007/978-981-4021-93-7_6
CrossRef Full Text | Google Scholar
Kharkhurin, A. V. (2018). "Bilingualism and creativity," in An Introduction to Bilingualism: Principles and Processes, 2nd Edn, eds J. Altarriba, and R. R. Heredia, (New York, NY: Routledge), 159–189.
Google Scholar
Kohm, Thou. Due east., Holmes, R. Grand., Romeo, Fifty., and Koolidge, 50. (2016). The connection betwixt shared storybook readings, children'due south imagination, social interactions, impact, prosocial beliefs, and social play. Int. J. Play 5, 128–140. doi: 10.1080/21594937.2016.1203895
CrossRef Full Text | Google Scholar
Kristjánsson, Chiliad. (2012). Positive psychology and positive education: quondam vino in new bottles? Educ. Psychol. 47, 86–105. doi: 10.1080/00461520.2011.610678
CrossRef Total Text | Google Scholar
Lau, Eastward. Y. H., Li, H., and Rao, Due north. (2012). Exploring parental interest in early years didactics in prc: evolution and validation of the chinese early parental involvement scale (CEPIS). Int. J. Early Years Educ. 20, 405–421. doi: x.1080/09669760.2012.743099
CrossRef Total Text | Google Scholar
Leikin, M., and Tovli, Eastward. (2014). Bilingualism and creativity in early childhood. Creat. Res. J. 26, 411–417. doi: 10.1080/10400419.2014.961779
CrossRef Full Text | Google Scholar
Lonigan, C. J., and Whitehurst, Thou. J. (1998). Relative efficacy of parent and teacher interest in a shared-reading intervention for preschool children from low-income backgrounds. Early on Child. Res. Q. 13, 263–290. doi: 10.1016/s0885-2006(99)80038-6
CrossRef Full Text | Google Scholar
MacIntyre, P. D. (2016). "And so far and so good: an overview of positive psychology and its contributions to SLA," in Positive Psychology Perspectives on Foreign Language Learning and Educational activity, eds D. Gabryś-Barker, and D. Gałajda, (Cham: Springer), three–14.
Google Scholar
McLeod, A. N., and McDade, H. L. (2011). Preschoolers' incidental learning of novel words during storybook reading. Commun. Disord. Q. 32, 256–266. doi: 10.1177/1525740109354777
CrossRef Full Text | Google Scholar
Moedt, 1000., and Holmes, R. M. (2018). The effects of purposeful play after shared storybook readings on kindergarten children'southward reading comprehension, inventiveness, and language skills and abilities. Early Child Dev. Care 1–sixteen. doi: 10.1080/03004430.2018.1496914
CrossRef Full Text | Google Scholar
Ong, J. (2017). A case study of classroom discourse assay of teacher's fronted reading comprehension lessons for vocabulary learning opportunities. RELC J. 50, 118–135. doi: x.1177/0033688217730138
CrossRef Full Text | Google Scholar
Oxford, R. 50. (2016). "Powerfully positive: searching for a model of linguistic communication learner well-being," in Positive Psychology Perspectives on Foreign Language Learning and Didactics, eds D. Gabryś-Barker, and D. Gałajda, (Cham: Springer), 21–37. doi: ten.1007/978-iii-319-32954-3_2
CrossRef Full Text | Google Scholar
Pullen, P. C., Tuckwiller, E. D., Konold, T. R., Maynard, K. L., and Coyne, M. D. (2010). A tiered intervention model for early vocabulary teaching: the furnishings of tiered instruction for young students at chance for reading disability. Learn. Disabil. Res. Pract. 25, 110–123. doi: 10.1111/j.1540-5826.2010.00309.x
CrossRef Full Text | Google Scholar
Raven, J. C., Court, J. H., and Raven, J. (1996). Manual for Raven'due south Progressive Matrices and Vocabulary Scales: Department 3. Standard Progressive Matrices. Oxford: Oxford Psychologists Press.
Google Scholar
Scarborough, H. Due south., and Dobrich, West. (1994). On the efficacy of reading to preschoolers. Dev. Rev. 14, 245–302. doi: 10.1006/drev.1994.1010
CrossRef Full Text | Google Scholar
Schneider, P., Dubé, R. V., and Hayward, D. (2002). The Edmonton Narrative Norms Musical instrument. Edmonton: University of Alberta Faculty of Rehabilitation Medicine.
Google Scholar
Schneider, P., and Hayward, D. (2010). Who does what to whom: introduction of referents in children's storytelling from pictures. Lang. Speech Hear. Serv. Sch. 41, 459–473. doi: 10.1044/0161-1461(2010/09-0040)
PubMed Abstruse | CrossRef Total Text | Google Scholar
Seligman, Thou. East. P., Ernst, R. 1000., Gillham, J., Reivich, K., and Linkins, Yard. (2009). Positive teaching: positive psychology and classroom interventions. Oxf. Rev. Educ. 35, 293–311. doi: x.1080/03054980902934563
CrossRef Full Text | Google Scholar
Shoshani, A., and Slone, M. (2017). Positive education for young children: effects of a positive psychology intervention for preschool children on subjective wellbeing and learning behaviors. Front. Psychol. viii:e01866. doi: x.3389/fpsyg.2017.01866
PubMed Abstract | CrossRef Full Text | Google Scholar
Siraj-Blatchford, I., Taggart, B., Sylva, 1000., Sammons, P., and Melhuish, E. (2008). Towards the transformation of exercise in early childhood teaching: the constructive provision of pre-school education (EPPE) project, Cambridge. J. Educ. 38, 23–36. doi: 10.1080/03057640801889956
CrossRef Total Text | Google Scholar
Smogorzewska, J. (2014). Developing children's language creativity through telling stories – An experimental study. Remember. Skills Creat. thirteen, 20–31. doi: 10.1016/j.tsc.2014.02.005
CrossRef Total Text | Google Scholar
Strasser, K., Larraín, A., and Lissi, Thousand. R. (2013). Effects of storybook reading style on comprehension: the role of word elaboration and coherence questions. Early on Educ. Dev. 24, 616–639. doi: 10.1080/10409289.2012.715570
CrossRef Full Text | Google Scholar
Swanson, E., Vaughn, S., Wanzek, J., Petscher, Y., Heckert, J., Cavanaugh, C., et al. (2011). A synthesis of read-aloud interventions on early reading outcomes among preschool through tertiary graders at risk for reading difficulties. J. Learn. Disabil. 44, 258–275. doi: x.1177/0022219410378444
PubMed Abstract | CrossRef Full Text | Google Scholar
Towson, J. A., Fettig, A., Fleury, V. P., and Abarca, D. L. (2019). Dialogic reading in early childhood settings: a summary of the evidence base. Top. Early Child. Special Educ. 37, 132–146. doi: ten.1177/0271121417724875
CrossRef Full Text | Google Scholar
Ulferts, H., Wolf, 1000. Yard., and Anders, Y. (2019). Impact of procedure quality in early babyhood education and care on academic outcomes: longitudinal meta-analysis. Kid Dev. 90, 1474–1489. doi: 10.1111/cdev.13296
PubMed Abstract | CrossRef Total Text | Google Scholar
Valdez-Menchaca, M. C., and Whitehurst, G. J. (1992). Accelerating language development through picture-book reading: a systematic extension to Mexican mean solar day care. Dev. Psychol. 28, 1106–1114. doi: 10.1037/0012-1649.28.6.1106
CrossRef Total Text | Google Scholar
van Druten-Frietman, L., Strating, H., Denessen, Due east., and Verhoeven, L. (2016). Interactive storybook-based intervention effects on kindergartners' language development. J. Early Intervent. 38, 212–229. doi: ten.1177/1053815116668642
CrossRef Full Text | Google Scholar
Walsh, B. A., and Blewitt, P. (2006). The event of questioning fashion during storybook reading on novel vocabulary acquisition of preschoolers. Early Child. Educ. J. 33, 273–278. doi: 10.1007/s10643-005-0052-0
CrossRef Full Text | Google Scholar
Wasik, B. A., Bond, M. A., and Hindman, A. (2006). The effects of a language and literacy intervention on head start children and teachers. J. Educ. Psychol. 98, 63–74. doi: ten.1037/0022-0663.98.1.63
CrossRef Full Text | Google Scholar
Webb, A. N., and Rule, A. C. (2014). Effects of teacher lesson introduction on second graders' creativity in a scientific discipline/literacy integrated unit on health and nutrition. Early on Child. Educ. J. 42, 351–360. doi: 10.1007/s10643-013-0615-four
CrossRef Full Text | Google Scholar
Wesseling, P. B. C., Christmann, C. A., and Lachmann, T. (2017). Shared book reading promotes not just language development, simply also grapheme awareness in German kindergarten children. Front end. Psychol. 8:364. doi: ten.3389/fpsyg.2017.00364
PubMed Abstruse | CrossRef Full Text | Google Scholar
Yau, S. W., and Yang, C. W. (2014). A Correlational Study on Linguistic communication Ability and Parent-Child Interaction in Preschool Children. Unpublished master's thesis, National Taichung Pedagogy University, Taichung.
Google Scholar
Zevenbergen, A. A., Whitehurst, Thou. J., and Zevenbergen, J. A. (2003). Effects of a shared-reading intervention on the inclusion of evaluative devices in narratives of children from depression-income families. J. Appl. Dev. Psychol. 24, 1–15. doi: ten.1016/S0193-3973(03)00021-2
CrossRef Total Text | Google Scholar
Appendix I
Dialogic Reading
a) Steps in dialogic reading:
• Prompt—Prompt children to speak past questioning v different types of questions (Crowd):
• Evaluation—Evaluate children's answers
• Expansion—Expand children's answers into consummate sentences
• Repetition—Let the children echo the expanded sentences.
Questions used to prompt children to speak:
one. Completion: Leave the end of a sentence bare for students to make full in
2. Recall: Let students recall some previous content of a story
iii. Open up-ended: Encourage students to draw pictures in the story book using their own words, and do not take a definite reply
4. Wh-question: Who, What, Where, When, Why, and How
five. Distancing: Chronicle the content in the story book to daily life of students, ask virtually their personal experience or feelings, and practice non have a definite reply.
Source: https://www.frontiersin.org/articles/10.3389/fpsyg.2019.02899/full
0 Response to "How Does Dialogic Reading Help Language Development"
إرسال تعليق