EBP Compendium: Summary of Systematic Review
Influences of Dialogic Reading on the Language Development of Toddlers
Cutspec, P.
(2004).
Bridges: Practice-Based Research Synthesis, 2(1), 1-12.
Indicators of Review Quality:
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The review addresses a clearly focused question
| No |
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Criteria for inclusion of studies are provided
| Yes |
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Search strategy is described in sufficient detail for replication
| No |
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Included studies are assessed for study quality
| No |
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Quality assessments are reproducible
| No |
Description: This is a systematic review of experimental research studies investigating the effects of an interactive book reading intervention (dialogic reading) on literacy and language development of children under the age of three.
Question(s) Addressed:
Question not specifically stated.
Population: Toddlers
Intervention/Assessment: Dialogic reading
Number of Studies Included: 10
Years Included: Not stated
Findings:
Conclusions:
- Treatment
- Language
- Reading
- Interactive Book Reading - Dialogic Reading
- Across all of the studies, the children demonstrated positive gains in expressive language development after dialogue reading intervention; the majority of whom were at risk for or identified with language delays prior to intervention.
- "Based on the findings from this synthesis, dialogic reading does appear to have good potential for helping to increase the language development of very young children and, thus, increase the "readiness" with which they enter school" (p. 4).
- Service Delivery
- Setting
- Interactive Book Reading
- Dialogic Reading - "Children in home-plus-daycare conditions demonstrated the greatest gains, followed by children in home conditions, and finally, children in daycare conditions" (p. 4).
- Format
- Interactive Book Reading
- Dialogic Reading - "[T]he findings suggest that one-to-one reading conditions led to more positive outcomes than small-group reading sessions" (p. 4).
Keywords: Literacy, Language Disorders
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Added to Compendium: January 2012