The effect of preschool dialogic reading on vocabulary among rural Bangladeshi children

International Journal of Educational Research

Volumn 48, Issue 1, 2009, Pages 12-20

  Opel, Aftab ^a   Ameer, Syeda Saadia ^a   Aboud, Frances E ^b  

^a BRAC UNIVERSITY   (Bangladesh)

^b MCGILL UNIVERSITY   (Canada)

Author keywords

Bangladesh; Dialogic reading; Expressive vocabulary; Preschool

Indexed keywords

EID: 67349142371     PISSN: 08830355     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.ijer.2009.02.008     Document Type: Article

References (24)

1. Aboud F.E. Evaluation of an early childhood preschool program in rural Bangladesh. Early Childhood Research Quarterly 21 (2006) 46-60
2. Aboud F.E. Evaluation of an early childhood parenting program in Bangladesh. Journal of Health, Population and Nutrition 25 (2007) 3-13
3. Blake J., Macdonald S., Bayrami L., Agosta V., and Milian A. Book reading styles in dual-parent and single-mother families. British Journal of Educational Psychology 76 (2006) 501-515
4. Britto P.R., and Kohen D. International perspectives on school readiness assessment (2005), Unicef, New York
5. Chow B.W.-Y., and McBride-Chang C. Promoting language and literacy development through parent-child reading in Hong Kong preschoolers. Early Education and Development 14 (2003) 233-248
6. Early Childhood Development Resources Center (ECDRC). Extent of early childhood development programs in Bangladesh: An activities and resources map (2006), BRAC University Institute of Educational Development (BUIED), Dhaka, Bangladesh
7. Evans G.W. The environment of childhood poverty. American Psychologist 59 (2004) 77-92
8. Hargrave A.C., and Senechal M. A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly 15 (2000) 75-90
9. Heubner C.E. Promoting toddlers' language development through community-based intervention. Journal of Applied Developmental Psychology 21 (2000) 513-535
10. Heubner C.E., and Meltzoff A.N. Intervention to change parent-child reading style: A comparison of instructional methods. Applied Developmental Psychology 26 (2005) 296-313
11. Hoff E. The specificity of environmental influence: Socioeconomic status affects early vocabulary development via maternal speech. Child Development 74 (2003) 1368-1378
12. Hoff E. Language experience and language milestones during early childhood. In: McCartney K., and Phillips D. (Eds). Blackwell handbook of early childhood development (2006), Blackwell, Oxford
13. Kotaman H. Turkish parents' dialogical storybook reading experiences: A phenomenological study. Journal of Instructional Psychology 34 (2007) 200-206
14. Lonigan C.J., and Whitehurst G.J. Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds. Early Childhood Research Quarterly 13 (1998) 263-290
15. Moore A.C., Akhter S., and Aboud F.E. Evaluating an improved quality preschool program in rural Bangladesh. International Journal of Educational Development 28 (2008) 128-131
16. Raikes H., Pan B.A., Luze G., Tamis-LeMonda C.S., Brooks-Gunn J., Constantine J., et al. Mother-child bookreading in low-income families: Correlates and outcomes during the first three years of life. Child Development 77 (2006) 924-953
17. San Francisco A.R., Arias M., Villers R., and Snow C. Evaluating the impact of different early literacy interventions on low-income Costa Rican kindergarteners. International Journal of Educational Research 45 (2006) 188-201
18. Senechal M. Testing the home literacy model: Parent involvement in kindergarten is differentially related to Grade 4 reading comprehension, fluency, spelling, and reading for pleasure. Scientific Studies of Reading 10 (2006) 59-87
19. Snow C.E. What counts as literacy in early childhood. In: McCartney K., and Phillips D. (Eds). Blackwell handbook of early childhood development (2006), Blackwell, Oxford
20. Storch S.A., and Whitehurst G.J. Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Development Psychology 38 (2002) 934-947
21. UNICEF. State of the world's children (2006), UNICEF, New York, NY
22. Valdez-Menchaca M.C., and Whitehurst G.J. Accelerating language development through picture book reading: A systematic extension to Mexican day care. Developmental Psychology 28 (1992) 1106-1114
23. Wasik B.A., Bond M.A., and Hindman A. The effects of a language and literacy intervention on Head Start children and teachers. Journal of Educational Psychology 98 (2006) 63-74
24. Whitehurst G.J., Arnold D.S., Epstein J.N., Angell A.L., Smith M., and Fischel J.E. A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology 30 (1994) 679-689