Module 6: Dialogic Reading Practices

Learning Objectives

  • Describe effective dialogic reading practices for use with young children in early care and education settings.
  • Use a decision-making process to help integrate various sources of evidence and determine whether dialogic reading will be beneficial for enhancing the language and literacy skills of young children in a particular context.

Instructor Dashboard

Click on a step from the 5-Step Learning Cycle to view the description.
In Step 1, learners watch a video portraying the real world dilemma of a teacher who wants to maximize the benefits of storybook reading for the children in her class. Learners are asked to describe the dilemma in an activity following the video.Learners watch a video portraying the real world dilemma of a teacher who wants to maximize the benefits of storybook reading for the children in her class. Learners are asked to describe the dilemma in an activity following the video.

In Step 2, learners use a tool called PICO to turn the dilemma in Step 1 into an answerable question. The activity helps learners create a focused question that is answerable through research.

In Step 3, learners are presented with relevant sources of general evidence to consider in answering the question they posed in Step 2. Dialogic Reading is a specific type of interactive reading that relies on a set of strategies called PEER (Prompt- Evaluate-Expand-Repeat) designed to create a conversation with children and help them take an active role in storytelling. Handouts of evidence are provided on research and a position statement related to dialogic reading. Learners listen to audio clips of a family and practitioners sharing experience-based knowledge on reading practices. Activities for learners to check their knowledge are provided throughout this Step.

In Step 4, learners listen to an audio perspective of those involved in the dilemma to gain a better understanding of the context. In an activity, they integrate the general evidence from Step 3 with perspectives and contexts unique to the dilemma in Step 1 to make an informed decision. Finally, learners are introduced to planning and implementation. Learners are asked to complete a dialogic reading plan to describe the process for implementing dialogic reading with a group of young children.

In Step 5, learners consider ways to evaluate the decision to use the practice.  Learners determine:

  • if the intervention was implemented, and
  • if the intervention was effective. 

Handouts are provided showing sample assessment methods.