You do not have JavaScript Enabled on this browser. Please enable it in order to use the full functionality of our website.

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:

The review addresses a clearly focused question No
Criteria for inclusion of studies are provided Yes
Search strategy is described in sufficient detail for replication No
Included studies are assessed for study quality No
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




  • 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

Access the Review

Added to Compendium: January 2012

ASHA Corporate Partners