Spelling suggestions: "subject:"dialogical.""
31 |
The Effects of Dialogic Reading on the Oral Language of Diverse Kindergarten StudentsFiggins, Abigail 13 April 2022 (has links)
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.
|
32 |
Dialogic Literary Argumentation and the Social Process of Warranting in an English Language Arts ClassroomThanos, Theresa Siemer 01 October 2020 (has links)
No description available.
|
33 |
Survey of Reading Habits and Dialogic Book Reading Practices in Parents of Preschool-Aged ChildrenCronin, Kimberly 14 August 2023 (has links) (PDF)
This study explored the reading habits and dialogic book reading practices in parents of preschool-aged children. Early literacy practices in the home influence the development of language skills and academic learning of children. These practices were explored by directly by asking parents to reflect and report on their literacy habits in the home setting. It specifically addresses current reading behaviors that parents implement when reading with their child and observations of their child's attention and involvement during book-sharing sessions. This study was part of a larger study focusing on developing and implementing dialogic reading workshops for parents. A survey with 36 parent-report questions was distributed to parents across the United States via social media. Parents were asked to identify specific demographic variables and rate their perceptions of reading habits, interactive reading strategies used with their child, and library use. Following survey completion, 83 responses were analyzed. Key findings included consistent use of positive parent-child reading behaviors and the influence of parent characteristics. Parents consistently reported feeling confident or somewhat confident in reading with their child and consistent use of reading strategies in the home. Future research should study additional demographic variables. The results from this study will be used to inform a larger study of dialogic reading trainings with parents.
|
34 |
Paraprofessional-Implemented Dialogic Reading and its Impact on Children with Autism Spectrum DisordersIrvine, Annalise D 01 January 2018 (has links)
The purpose of this study was to evaluate the effectiveness of paraprofessional-implemented dialogic reading (DR) strategies on the comprehension, interaction, and attending abilities of a child on the autism spectrum. The secondary purpose was to understand whether the DR strategies assisted the paraprofessional in establishing meaningful interactions and positive behavioral changes with her student on the autism spectrum. A single subject across behaviors design was implemented with one paraprofessional and her student with autism. Judged from visual analysis of the graphical representation of the data, it was determined that there was a medium to strong functional relationship (depending on the individual strategy) between the education of the paraprofessional on DR and the utilization of DR during shared book reading. The child participant did not exhibit overt gains through traditional DR in appropriate verbal responding but did experience a shift towards more consistent correct responding as a result of the DR prompts. These results provide preliminary evidence that paraprofessionals can effectively implement DR strategies in shared book reading with children who are not typically developing. Future research for this population should address certain aspects of traditional DR that could be adapted to more appropriately cater to the needs of children on the autism spectrum.
|
35 |
Read with Me! Examining the Effects of a Community Volunteer Reading Program on Preschoolers‟ Literacy SkillsCarson, Cynthia Janet 26 June 2012 (has links)
No description available.
|
36 |
Changes in Dialogic Book Reading Patterns of Parent's Reading with Their ChildrenKikuta, Claudia Parker January 2015 (has links)
No description available.
|
37 |
Teaching and Learning of Sophisticated Argumentative Writing Based on Dialogic Views of Rationality in High School Language Arts Classrooms: A Formative and Design ExperimentRyu, Sanghee January 2016 (has links)
No description available.
|
38 |
Throwing Black Women's Voices from the Global South into an Appalachian ClassroomHughes-Tafen, Denise C. 17 October 2005 (has links)
No description available.
|
39 |
Entering the Conversation: A Novice English Teacher's Approach to Exploring Difference Using Dialogic PedagogyLindstrom, Pamela Neal 22 April 2019 (has links)
This case study examined what happened when a novice teacher worked from a critical, dialogic stance to explore difference in his secondary English classroom. The study focused on a second-year teacher, employed at a suburban middle school, who had been trained in dialogic pedagogy during his teacher preparation program. Methods included lesson planning sessions, daily observations of the participant's classroom instruction, and participant interviews. Multiple data sources, including recordings of planning sessions, interview transcripts, classroom observation field notes, and analytical memos were generated and analyzed to establish new understandings about how dialogic practice affected his and his students' classroom experiences. These understandings suggested that the participant's efforts to enact a dialogic stance both benefited and complicated his practice. Insights generated by this study offer implications for teacher educators seeking to guide teacher candidates towards the translation of pedagogical theory into successful classroom practice in field placements and early-career classrooms. / Doctor of Philosophy / This case study examined what happened when a novice teacher worked from a critical, dialogic stance to explore difference in his secondary English classroom. The study focused on a second-year teacher, employed at a suburban middle school, who had been trained in dialogic pedagogy during his teacher preparation program. Methods included lesson planning sessions, daily observations of the participant’s classroom instruction, and participant interviews. Multiple data sources, including recordings of planning sessions, interview transcripts, classroom observation field notes, and analytical memos were generated and analyzed to establish new understandings about how dialogic practice affected his and his students’ classroom experiences. These understandings suggested that the participant’s efforts to enact a dialogic stance both benefited and complicated his practice. Insights generated by this study offer implications for teacher educators seeking to guide teacher candidates towards the translation of pedagogical theory into successful classroom practice in field placements and early-career classrooms.
|
40 |
Dialogic Reading as an Intervention for Developing Reading Comprehension Skills in Early-Literacy School-age Children with DisabilitiesBurnette, Kristi 01 May 2024 (has links) (PDF)
The purpose of this study was to investigate the effects of dialogic reading as an intervention on participant ability to answer “wh” comprehension questions correctly and independently. Previous research conducted on dialogic reading was primarily conducted with young individuals with autism spectrum disorder, leaving a gap in the research with older age participants. Participants of this study included four students in upper elementary grades 4-6, ages 8-12 who have been identified to have a known deficit in reading comprehension, a cognitive disability, or autism spectrum disorder (ASD) in an attempt to further extend the research on dialogic reading as an intervention strategy. A multiple probe across participants design was used to determine efficacy of the intervention. Data collection probes were conducted during baseline, intervention, generalization, and maintenance phases to determine efficacy of the intervention on participant ability to answer “wh” comprehension questions. Results indicate an increase in participant ability to answer comprehension questions while engaging in dialogic reading lessons for two participants. Limitations and implications for future research and practice will be discussed.
|
Page generated in 0.0513 seconds