Dialogic Shared Storybook Reading: An Instructional Technique for Use with Young Students in Inclusive Settings

Reading and Writing Quarterly

Volumn 21, Issue 3, 2005, Pages 307-313

  Gormley, Shannon ^a   Ruhl, Kathy L ^a  

^a PENNSYLVANIA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85008842648     PISSN: 10573569     EISSN: 15210693     Source Type: Journal    
DOI: 10.1080/10573560591007353     Document Type: Article

References (29)

1. Baker, S. K., Simmons, D. C., & Kame'enui, E. J. (1995). Vocabulary acquisition: Synthesis of the research. (Tech. Rep. No 13). Eugene: University of Oregon, National Center to Improve the Tools of Educators.
2. Baumann, J. F., Kame'enui, E. J., & Ash, G. E. (2003). Research on vocabulary instruction: Voltaire Redux. In J. Flood, J. J. D. Lapp, J. R. Squire, & J. M. Jensen (Eds.), Handbook of research on teaching the English language arts (pp. 752-785). Mahwah, NJ: Lawrence Erlbaum and Associates.
3. Beck, I. L., Perfetti, C. A., & McKeown, M. G. (1982) Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74, 506-521.
4. Becker, W. C. (1977). Teaching reading and language to the disadvantaged: What we have learned from field research. Harvard Educational Review, 47, 518-543.
5. Carlisle, J. F. (1993). Selecting approaches to vocabulary instruction for the reading disabled. Learning Disabilities Practice, 8, 97-105.
6. Catts, H. W., Fey, M., Zhang, X., & Tomblin, B. (1999). Language bases of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific Studies of Reading, 3, 331-361.
7. Hargrave, A. C. & Senechal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15, 75-90.
8. Hart, B. & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes Publishing Company.
9. Karweit, N. (1989). The effects of a story-reading program on the vocabulary and story comprehension skills of disadvantage prekindergarten and kindergarten students. Early Education and Development, 1, 105-114.
10. Karweit, N. & Wasik, B. A. (1996). The effects of story reading programs on literacy and language development of disadvantaged preschoolers. Journal of Education for Students Placed at Risk, 1, 319-348.
11. Keats, E. J. (1962). The snowy day. New York: Picture Puffin.
12. Lonigan, C. J. & Whitehurst, G. J. (1998). Relative efficacy of parent and teacher involvement in a shared-reading intervention of preschool children from lowincome backgrounds. Early Childhood Research Quarterly, 13, 263-290.
13. Nagy, W. & Anderson, R. (1984). The number of words in printed school English. Reading Research Quartery, 19, 304-330.
14. Notari-Syverson, A., O'Conner, R., & Vadasy, P. (1996). Facilitating language and literacy development in preschool children: To each according to their needs. Paper presented at the 1996 Annual American Educational Research Association.
15. Penno, J. F., Wilkinson, I. A. G., & Moore, D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew Effect? Journal of Educational Psychology, 94, 23-33.
16. Polloway, E. A., Epstein, M. H., & Bursuck, W. D. (2003). Testing adaptations in the general education classroom: Challenges and directions. Reading and Writing Quarterly, 19, 189-192.
17. Robbins, C. & Ehri, L. C. (1994). Reading storybooks to kindergarteners helps them learn new vocabulary words. Journal of Educational Psychology, 86, 54-64.
18. Scarborough, H. S. & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14, 245-252.
19. Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, D.C.: National Academy Press.
20. Smith, S. S. & Dixon, R. G. (1995). Literacy concepts of low- and middle-class four year olds entering preschool. Journal of Educational Research, 88, 243-253.
21. Stahl, S. A. & Nagy, W. (2000). Promoting vocabulary development. Austin: Texas Education Agency.
22. Stanovich, K. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.
23. Sulzby, E. (1994). Children's emergent reading of favorite storybooks: A developmental study. In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (pp. 244-280). Newark, DE: International Reading Association.
24. U.S. Department of Education. (2002). Twenty-fourth annual report to congress on the implementation of the individuals with disabilities education act. Washington, D.C.: Author.
25. Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
26. Wasik, B. A. & Bond, M. A. (2001). Beyond the pages of a book: Interactive book reading and language development in preschool classrooms. Journal of Educational Psychology, 93, 243-250.
27. Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L, Smith, M., & Fischel, J. E. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30, 679-689.
28. Whitehurst, G. J., Epstein, J. N., Angell, A. L., Payne, A. C., Crone, D. A., & Fischel, J. E. (1994). Outcomes of an emergent literacy intervention in Head Start. Journal of Educational Psychology, 86, 542-555.
29. Whitehurst, G. J., Falco, F., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez- Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture-book reading. Developmental Psychology, 24, 552-558.