American Speech-Language-Hearing Association

EBP Compendium: Summary of Systematic Review

Institute of Education Sciences
Dialogic Reading

(2007).
IES What Works Clearinghouse Intervention Report.

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 Yes
Quality assessments are reproducible Yes

Description: This is a systematic review of studies investigating the effectiveness of an interactive book reading treatment, Dialogic Reading, on the literacy and language skills of preschool children. The effectiveness of the intervention was categorized as Meets Evidence Standards, Meets Evidence Standards with Reservation or Does Not Meet Evidence Standard based on the What Works Clearinghouse (WWC) classification system. Well-designed randomized controlled trials are considered strong evidence (Meets Evidence Standards), quasi-experimental studies are considered weaker evidence (Meets Evidence Standards with Reservations) and single-case design studies are considered insufficient evidence or under development (Does Not Meet Evidence Standards).

Question(s) Addressed:

Question not specifically stated.

Population: Preschool children (ages 3-5).

Intervention/Assessment: Interactive book reading (dialogic reading)

Number of Studies Included: 5

Years Included: Not stated

Findings:

Conclusions:

  • Treatment
    • Language
      • Reading
        • Interactive Book Reading
          • Four studies met the WWC criteria for Meets Evidence Standards and one study met the criteria for Meets Evidence Standards with Reservations.
          • Based on these studies, "[dialogic reading was found to have positive effects on oral language and no discernible effects on phonological processing" (p. 1).

Keywords: Literacy

Access the Review

Note:

*See the WWC Evidence Review Protocol for inclusion criteria

Added to Compendium: December 2011

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