“Let’s Read Together”: A Parent-Focused Intervention on Dialogic Book Reading to Improve Early Language and Literacy Skills in Preschool Children
Abstract
:1. Introduction
2. The Current Study
- The treatment group (TG) represented the group who actively participated in all the intervention sessions, as described below: they received the materials, weekly assignments and support to practice with dialogic strategies;
- The information group (IG) represented the group who received, in conjunction with the intervention sessions for the TG, written information about language developmental milestones, the same books used during the intervention sessions and assignments to read with their children two or three times per week without receiving information and instruction about dialogic reading;
- The control group (CG) represented the group who received the same books used during the intervention, without any information about language development milestones or intervention.
3. Method
3.1. Procedure
3.2. Participants
3.3. Materials
3.3.1. Intervention-Based Measures (Near Transfer Effects)
Probes Targeting Vocabulary
Probes Targeting Comprehension of Inferences
3.3.2. Standardized Tasks (Far Transfer Effects)
3.3.3. Parent–Child Interaction during Reading Activities
4. Intervention Description
- Module 1: strategies and reading behaviors to increase children’s active participation
- Module 2: strategies to foster vocabulary and to allow acquisition of new words
- Module 3: strategies to foster inferential abilities, knowledge of story structure and narrative skills
- Module 4: strategies to promote print and letter knowledge
5. Results
5.1. Group Comparison of Intervention-Based Measures and Standardized Tasks at T1
5.2. Intervention Efficacy for Early Language and Literacy Skills
5.3. Intervention Efficacy for Parent–Child Interaction
- Step 1: Analysis of the Adult–Child Interactive Reading Inventory.
- Step 2: Discussion on issues arising from the ACIRI’s use.
- Step 3: Definition of the new observational tool.
- Step 4: Preliminary use of the new observational tool developed.
6. Discussion
7. Limitations and Future Directions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A
Module | Materials | Assignments |
---|---|---|
1. Strategies and reading behaviours to increase children’s active participation (one week) |
| Read the book two to three times trying to use some of the strategies illustrated during the first educational module Videotape a reading session Send video and diary |
2. Strategies to foster vocabulary and allow acquisition of new words (two weeks) |
| Read the book two to three times using the specific instructions (prompt) written on the pop-on next to the target word Find new target words and try to teach them to your child Videotape a reading session Send video and diary 2nd week Use the second book Videotape a reading session Send video and diary Try these strategies with other books |
3. Strategies to foster inferential abilities, knowledge of story structure and narrative skills (two weeks) |
| Read the book two to three times using the specific instructions (script) written alongside the target link Find new links or inferences and try to work on them Videotape a reading session Send video and diary 2nd week Use the second book Videotape a reading session Send video and diary Try these strategies with other books |
4. Strategies to promote print and letter knowledge (one week) |
| Read the book two to three times trying to use all the strategies illustrated during the educational modules Videotape a reading session Send video and diary |
Appendix B
ADULT BEHAVIOR | CHILD BEHAVIOR |
---|---|
Enhancing attention to text (0–3 scale: 0 = no evidence of the behavior; 3 = four times or more) | |
|
|
Promoting interactive reading and supporting comprehension (coding undertaken at 30 s intervals) | |
|
|
Using literacy strategies | |
|
|
Interactive reading evaluation | (0–5 scale: 0 = low; 5 = high) |
|
|
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Variables | Treatment Group (n = 12) | Information Group (n = 12) | Control Group (n = 16) | ANOVA (df = 2.37) | |||||||
---|---|---|---|---|---|---|---|---|---|---|---|
Mean | SD | Range | Mean | SD | Range | Mean | SD | Range | F | p | |
Intervention-based measures | |||||||||||
Sentence completion task (range: 0–20) | 2.25 | 1.4 | 0–4 | 1.83 | 1.5 | 0–5 | 1.5 | 1.3 | 0–4 | 0.792 | 0.461 |
Word recognition task (range: 0–20) | 7.25 | 1.6 | 4–10 | 7 | 2.1 | 4–11 | 5.1 | 2.6 | 2–8 | 4.85 | 0.013 |
Inferential questions (range: 0–38) | 25.9 | 4.8 | 17–34 | 22.9 | 6.3 | 15–34 | 23.4 | 3.5 | 16–31 | 1.30 | 0.283 |
Textual questions (range: 0–38) | 30.5 | 4.7 | 21–36 | 26.5 | 6 | 15–36 | 25.2 | 6.9 | 13–35 | 2.62 | 0.086 |
Standardized tasks | |||||||||||
TOR 3–8: narrative comprehension (M = 10; sd = 2) | 11.9 | 1.7 | 8–15 | 11.1 | 1.5 | 8–14 | 10.1 | 1.3 | 8–12 | 4.74 | 0.022 |
PPVT-R: receptive vocabulary (M = 100; sd = 15) | 89 | 7.7 | 75–102 | 86.6 | 13.9 | 68–118 | 79.8 | 12.1 | 65–99 | 2.39 | 0.105 |
PVCL: sentence comprehension (range 0–100) | 66.4 | 14.8 | 43–87 | 61.5 | 13.4 | 39–86 | 47.9 | 17.2 | 20–93 | 5.43 | 0.009 |
Semantic access (M = 10; sd = 3) | 11.1 | 2.2 | 7–14 | 9.0 | 2.9 | 4–12 | 10.1 | 2.6 | 3–15 | 1.89 | 0.165 |
Inferential abilities (range: 0–40) | 19.8 | 4.1 | 13–26 | 15.1 | 7.3 | 7–28 | 17.5 | 8.1 | 3–31 | 1.36 | 0.269 |
ToM: theory of mind (range: 0–2) | 1.3 | 0.65 | 0–2 | 1 | 0.60 | 0–2 | 1.1 | 0.61 | 0–2 | 0.877 | 0.425 |
Print knowledge (range: 0–26) | 13.6 | 8.6 | 0–26 | 5.3 | 5.9 | 0–22 | 10.8 | 8.7 | 0–26 | 3.39 | 0.044 |
Variables | Treatment Group | Information Group | Control Group | Anova Time × Group | pƞ2 | |||
---|---|---|---|---|---|---|---|---|
T1 | T2 | T1 | T2 | T1 | T2 | |||
Sentence completion | 2.25 (1.4) | 9.33 (4) | 1.83 (1.5) | 3.66 (3.3) | 1.5 (1.3) | 2.3 (2) | Time F(1.37) = 55.96 ** | 0.602 |
Group F(2.37) = 13.03 ** | 0.413 | |||||||
TxG F(2. 37) = 20.404 ** | 0.525 | |||||||
Word recognition | 7.25 (1.6) | 13.6 (2.3) | 7 (2.1) | 10.4 (3.3) | 5.1 (2.6) | 6.4 (2.6) | Time F(1.37) = 82.59 ** | 0.691 |
Group F(2.37) = 18.21 ** | 0.496 | |||||||
TxG F(2. 37) = 13.139 ** | 0.415 | |||||||
Inferential questions | 25.9 (4.8) | 33.5 (2.5) | 22.9 (6.3) | 27.1 (6.6) | 23.4 (3.5) | 22 (4.7) | Time F(1.37) = 31.05 ** | 0.456 |
Group F(2.37) = 8.433 ** | 0.313 | |||||||
TxG F(2. 37) = 19.287 ** | 0.510 | |||||||
Textual questions | 30.5 (4.7) | 34 (1.8) | 26.5 (6) | 28.5 (6.9) | 25.2 (6.9) | 23.4 (5.3) | Time F(1.37) = 5.988 ** | 0.139 |
Group F(2.37) = 8.033 ** | 0.303 | |||||||
TxG F(2. 37) = 9.086 ** | 0.329 |
Variables | Treatment Group | Information Group | Control Group | Anova Time × Group | pƞ2 | |||
---|---|---|---|---|---|---|---|---|
T1 | T2 | T1 | T2 | T1 | T2 | |||
Narrative comprehension | 11.9 (1.7) | 12.6 (1.3) | 11.1 (1.5) | 10.6 (1.6) | 10.1 (1.3) | 11 (1.7) | Time F(1.37) = 3.050 | 0.076 |
Group F(2.37) = 5.434 * | 0.413 | |||||||
TxG F(2. 37) = 4.080 ** | 0.227 | |||||||
Receptive vocabulary | 89 (7.7) | 97.7 (16.4) | 86.6 (13.9) | 94 (12.6) | 79.8 (12) | 87 (11.5) | Time F(1.37) = 11.583 ** | 0.243 |
Group F(2.37) = 2.836 | 0.136 | |||||||
TxG F(2. 37) = 0.118 | 0.007 | |||||||
Sentence comprehension | 66.4 (14.8) | 87.2 (8.6) | 61.5 (13.4) | 70.9 (18.5) | 47.9 (17) | 62.7 (18) | Time F(1.37) = 31.378 ** | 0.459 |
Group F(2.37) = 9.001 ** | 0.327 | |||||||
TxG F(2. 37) = 1.371 | 0.069 | |||||||
Speeded naming | 11.1 (2.2) | 12.3 (2.4) | 9 (2.9) | 9.3 (3.6) | 10.1 (2.6) | 11.5 (2) | Time F(1.37) = 5.164 * | 0.121 |
Group F(2.37) = 3.613 * | 0.163 | |||||||
TxG F(2. 37) = 0.707 | 0.037 | |||||||
Inferential abilities | 19.8 (4.1) | 25.1 (4.9) | 15.1 (7.3) | 19.3 (6.4) | 17.5 (8.1) | 19.2 (9) | Time F(1.37) = 21.525 ** | 0.389 |
Group F(2.37) = 2.121 | 0.103 | |||||||
TxG F(2. 37) = 1.843 | 0.091 | |||||||
Theory of mind | 1.3 (0.65) | 1.7 (0.62) | 1 (0.60) | 1.5 (0.67) | 1.1 (0.61) | 1.6 (0.61) | Time F(1.37) = 16.269 ** | 0.305 |
Group F(2.37) = 0.978 | 0.050 | |||||||
TxG F(2. 37) = 0.054 | 0.003 | |||||||
Print knowledge | 13.6 (8.6) | 16 (8.9) | 5.3 (5.9) | 7.4 (5.6) | 10.8 (8.7) | 12.1 (8.1) | Time F(1.37) = 27.743 ** | 0.429 |
Group F(2.37) = 3.597 * | 0.163 | |||||||
TxG F(2. 37) = 0.782 | 0.041 |
Label | Definition |
---|---|
Length | Duration of shared book reading (in seconds) |
PQuest | Number of parental questions |
ChAns | Number of child answers |
ParBe (range: 0–17) | Number of different parent dialogic book reading behaviors |
ChBe (range: 0–17) | Number of different child dialogic book reading behaviors |
ParLink | Number of temporal and causal links promoted by parents |
ChLink | Number of temporal and causal links explained by children |
TotPB | Total parent dialogic book reading behaviors |
TotCB | Total child dialogic book reading behaviors |
Variables | TG (n = 10) | IG (n = 6) | Mann–Whitney Test | ||||
---|---|---|---|---|---|---|---|
Mean | SD | Mean | SD | U | z | p | |
Length | 381 | 133 | 340 | 163 | 23 | −0.760 | 0.447 |
PQuest | 6.2 | 6 | 9.6 | 9.2 | 23.5 | −0.709 | 0.479 |
ChAns | 5.1 | 7.8 | 5.6 | 4.5 | 22 | −0.906 | 0.365 |
ParBe (range: 0–17) | 10.6 | 3.4 | 10.1 | 4.8 | 27 | −0.336 | 0.737 |
ChBe (range: 0–17) | 6.8 | 4.4 | 8 | 2.8 | 22 | −0.875 | 0.381 |
ParLink | 2.6 | 3 | 1.5 | 1.9 | 24 | −0.675 | 0.500 |
ChLink | 1.2 | 2 | 0.67 | 1.2 | 30 | 0.000 | 0.991 |
TotPB | 32 | 18.3 | 33 | 12.2 | 27 | −0.326 | 0.745 |
TotCB | 18.8 | 23.6 | 19.5 | 15.4 | 24.5 | −0.600 | 0.549 |
Variables | Treatment Group (n = 10) | Wilcoxon Test | Information Group (n = 6) | Wilcoxon Test | ||
---|---|---|---|---|---|---|
T1 | T2 | T1 | T2 | |||
Length (in sec) | 381 (133) | 639 (310) | z = −2.497, p = 0.013 | 340 (163) | 357 (131) | z = −0.734, p = 0.463 |
PQuest | 6.2 (6) | 20.6 (13) | z = −2.666, p = 0.008 | 9.6 (9.2) | 9.8(18.2) | z = −0.405, p = 0.686 |
ChAns | 5.1 (7.8) | 14.6 (9.6) | z = −2.253, p = 0.024 | 5.6 (4.5) | 5.5 (7.5) | z = −0.677, p = 0.498 |
ParBe (range 0–17) | 10.6 (3.4) | 13.5 (2.2) | z = −2.199, p = 0.028 | 10.1 (4.8) | 9.1 (3) | z = −0.946, p = 0.344 |
ChBe (range 0–17) | 6.8 (4.4) | 12.4 (4.6) | z = −2.706, p = 0.007 | 8 (2.8) | 9.5 (4.5) | z = −0.420, p = 0.674 |
ParLink | 2.6 (3) | 4 (4.6) | z = −1.292, p = 0.196 | 1.5 (1.9) | 1.6 (3.1) | z = 0.000, p = 1 |
ChLink | 1.2 (2) | 2.4 (2.5) | z = −1.794, p = 0.073 | 0.67 (1.2) | 0.50 (1.2) | z = −0.272, p = 0.785 |
TotPB | 32 (18.3) | 51.4 (22) | z = −2.710, p = 0.007 | 33 (12.2) | 28.1 (17.3) | z = −0.734, p = 0.463 |
TotCB | 18.8 (23.6) | 34.4 (16) | z = −2.091, p = 0.037 | 19.5 (15.4) | 25.1 (19.9) | z = −0.736, p = 0.462 |
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | |
---|---|---|---|---|---|---|---|---|---|---|---|
Improvement in Vocabulary | - | −0.07 | −0.19 | −0.34 | −0.43 | 0.44 | 0.14 | 0.53 * | 0.17 | −0.01 | −0.32 |
Improvement in Narrative comprehension | - | 0.66 ** | 0.42 | 0.55 * | 0.69 ** | 0.34 | 0.18 | 0.53 * | 0.71 ** | 0.57 * | |
Length | - | 0.44 | 0.53 * | 0.38 | 0.43 | 0.19 | 0.62 * | 0.81 ** | 0.66 ** | ||
Number Parent Questions | - | 0.91 ** | 0.10 | 0.27 | −0.05 | −0.01 | 0.46 | 0.54 * | |||
Number Child Answers | - | 0.18 | 0.28 | −0.13 | 0.04 | 0.50 | 0.60 * | ||||
Number different Parent dialogic behaviors | - | 0.49 | 0.58 * | 0.55 * | 0.70 ** | 0.38 | |||||
Number different Child dialogic behaviors | - | 0.39 | 0.72 ** | 0.55 * | 0.75 ** | ||||||
Number Parent temporal and causal link | - | 0.45 | 0.28 | 0−.01 | |||||||
Number Child temporal and causal link | - | 0.66 ** | 0.57 * | ||||||||
Total Parent dialogic behaviors | - | 0.72 ** | |||||||||
Total Child dialogic behaviors | - |
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Dicataldo, R.; Rowe, M.L.; Roch, M. “Let’s Read Together”: A Parent-Focused Intervention on Dialogic Book Reading to Improve Early Language and Literacy Skills in Preschool Children. Children 2022, 9, 1149. https://doi.org/10.3390/children9081149
Dicataldo R, Rowe ML, Roch M. “Let’s Read Together”: A Parent-Focused Intervention on Dialogic Book Reading to Improve Early Language and Literacy Skills in Preschool Children. Children. 2022; 9(8):1149. https://doi.org/10.3390/children9081149
Chicago/Turabian StyleDicataldo, Raffaele, Meredith L. Rowe, and Maja Roch. 2022. "“Let’s Read Together”: A Parent-Focused Intervention on Dialogic Book Reading to Improve Early Language and Literacy Skills in Preschool Children" Children 9, no. 8: 1149. https://doi.org/10.3390/children9081149