The purpose of this study was to determine if dialogic reading involving diverse kindergarten students would significantly affect narrative language. Various studies have corroborated the effectiveness of dialogic reading instruction on the expressive vocabulary of monolingual children. However, few studies have examined oral narrative language outcomes, especially with diverse students. A total of 142 kindergarten students were randomly assigned to a treatment group or control group. Each child in the treatment group received 14 weeks of whole-class dialogic reading instruction from their kindergarten teacher two times per week for 20 minutes each session in their classroom. The dialogic reading program included explicit target vocabulary instruction based on unfamiliar vocabulary selected from each storybook. The oral narrative language (narrative retells and personal narratives) of each child were assessed using the CUBED Narrative Language Measures subtest (NLM). Results indicated that students in the control group and the treatment group (including culturally and linguistically diverse students) showed no significant difference in their narrative retell scores after the intervention. However, students (including CLD students) in the treatment group demonstrated significant improvement in their personal story generations when compared with the control group after dialogic reading intervention. The current research gives implications for current kindergarten education by indicating that a focus on early dialogic reading can augment oral language skills and therefore academic skills later in elementary school.
College and Department
David O. McKay School of Education; Communication Disorders
BYU ScholarsArchive Citation
Figgins, Abigail, "The Effects of Dialogic Reading on the Oral Language ofÂ Diverse Kindergarten Students" (2022). Theses and Dissertations. 9500.
dialogic reading, oral language, kindergarten, culturally and linguistically diverse