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Dialogic Reading

Emily Alers, Kaelin Berthold, Isabella Buscemi, Kiara Fernandez, Alexandra Godinez, Kariln Ladson, and

Amani Mohamed

What is Dialogic Reading?

Dialogic Reading allows the student to tell the story from the pictures in a book. They make predictions from the pictures before reading or interacting with the text.

They’re encouraged to ask questions and have conversations about the book based on their predictions. This leads to expanding a students vocabulary, analyzing different parts of the text, and deepening their understanding of the text.

By: Kaelin Berthold

Benefits of Dialogic Reading

Why is Dialogic Reading useful?

Well, it is a valuable tool for developing literacy skills. It models how good readers think and teaches learners to become better readers. It improves skills such as print awareness, oral language, and comprehension. Since it has dialogue around the text they are reading it allows students to explore the reading on a deeper level. This helps with a tremendous amount of literacy skills. By: Emily Alers

Benefits of Dialogic Reading

Interactive

For students of all ages

For students of all levels

Effective with both fiction and non-fiction texts

Student centred

Develops comprehension and understanding of what is being read.

Allows for children to grasp print awareness.

By: Emily Alers

Benefits for Parents While doing Dialogic Reading With Children

Dialogic reading doesn’t only benefit children, but it also benefits the parents. This benefits parents too because it gives them the satisfaction of knowing that their child isn’t reading just to read, but is actually grasping an understanding of what they are reading. Reading comprehension is so important for children. As the get older they will begin to take test or even just general work where they read a passage and have to answer questions. If parents start dialogic reading at a young age, it will prepare them for the upcoming years of their life. Dialogic reading also allows for a healthy, positive parent child interaction. This will allow them to speak up and express how they feel and learn where they are academically rather than just relying on the teacher for everything. By: Emily Alers

More Helpful Benefits...

Have an interest in books and motivation to listen to stories

Learn about the rules of reading and writing-like how words (print) flow from top to bottom and left to right. This is called print awareness

Learn to narrate a story (describe what is seen on the page)

Increase vocabulary and recognition of words

Have additional positive parent or adult child interactions

By: Emily Alers

Levels of Dialogic Reading

The structure is a guide that enables teachers to build up children's vocabularies and oral language skills. In levels 1 and 2, teachers pose questions and repeat and extend children's responses. The teacher does repeat readings with levels 1 and 2, particularly for children who are younger, to guarantee they are open to utilizing new vocabulary. By level 3, children are retelling the story plot and connecting the story to their own encounters.

Level 1:

The goal of level 1 is to expand children's language skills by encouraging them to name and label the illustrations. Set up labels for items and actions and evoke details concerning the illustrations. Since all children should have the chance to utilize the new words, the teacher should ask the class to repeat responses. By: Isabella Buscemi

Levels of Dialogic Reading (Cont.)

Level 1 (Cont.)

The teacher asks "who, what, when, where,why" questions to assess children’s vocabulary, building language by repeating what the child says and expanding on the child’s comments. The teacher exploits children’s interest for picture details to ask follow up questions and build oral language skills. Children’s language attempts are worshiped and rewarded.

Level 2:

The purpose for level 2 is to get children talking more and using longer expressions. The teacher prompts children to depict in their own words what's occurring in an image. "Can you tell me what's happening on this page?"

- Repeat back at least part of what the child replies with one or two additional words. Provide feedback when appropriate.

- Ask the child to repeat what the teacher says.

- Stress the new words being learned and speak slowly and clearly. By: Isabella Buscemi

Levels of Dialogic Reading (Cont.)

Level 3:

Level 3 is used once children are exceptionally acquainted with the book. The goal behind level 3 is to assemble oral fluency so that children are urged to use the vocabulary of the book to retell the story. The discussion at level 3 is less centered around pictures and more on the story plot. The teacher may likewise incite children to apply the new vocabulary in discussion that goes past the book.

Also, at level 3, the teacher utilizes each of the three levels of questions and comments to encourage children to recount to the story. A teacher might ask review questions, have children act out the story or parts of the story, or include making connections between parts of the story or discussing personal experiences that might relate to the story.

By: Isabella Buscemi

How to Implement Dialogic Reading in Classrooms

The reading technique in dialogic reading is the PEER sequence, this involves a short interaction between a child/student and the adult/teacher. The adult/teacher does the following: (P)rompt the child to say something about the book, (E)valuate the child’s response, (E)xpand the child’s response by rephrasing and adding information to it, and (R)epeats the prompts to make sure the child has learned from expansion.

Dialogic reading is a way for children and adults to have a conversation about a book. Adults and teacher should remember to keep it fun and all children’s books are appropriate for dialogic reading. By: Kariln Ladson

How to Begin PEER Sequence

There are 5 types of prompts that are used in dialogic reading to introduce PEER sequences. You can use the acronym “CROWD” as a way to remember:

(C)completion prompts: leave a blank at the end of a sentence and have the child fill it in. Mostly used with books with rhyme or repetitive phrases.

(R)ecall prompts: ask the child questions, such as “what happened?” in a book he/she has already read.

(O)pen-ended prompts: focuses on the pictures on each page of the book and front cover. Ask the child questions such as “what’s happening in the picture?” and “based on the picture, what to do you think is going to happen next?”. By: Kariln Ladson

Continued..

(W)h- prompts: during this prompt, it focuses on wh- questions such as with what, where, when, why, who, and how. Similar to open-ended, wh- prompts focuses on illustrations in the book. For teaching new vocabulary, adults should point to objects illustrated and ask questions such as “what the name of this object?”.

(D)istancing prompts: ask children to relate the illustration/picture or words to an experience outside of the book. For example, if the book is about animals, ask the child if he/she has ever visited the zoo or seen a particular animal in person. This helps children form a connection between books and the real world, as well as help with verbal fluency and narrative skills.

By: Kariln Ladson

Example of Dialogic Reading in the Classroom

Example from US Department of Health and Human Services: Early Childhood Learning and Knowledge Center

Using Splat the Cat for dialogic reading: https://eclkc.ohs.acf.hhs.gov/culture-language/article/using-splat-cat-promote-dialogic-reading-strategies#ReadingActivityPart1

Part One

After reading the story, ask students what it was about.

Discuss key words and the main idea

Discuss the repeating phrase “That’s what cats do” and ask students “What are some things that cats do?” By: Amani Mohamed

Example of Dialogic Reading in the Classroom

Part 2

Ask students questions using the method previously mentioned

Completion Question: fill in the blanks

Recall Question: something to remember from the story

Open Ended: Calls for more than a one word answer

“Wh” Questions: what, where, when

Distancing Questions: how the story relates to other things By: Amani Mohamed

Example of Dialogic Reading in the Classroom

Part 2 Continued: Example provided by Early Childhood Learning and Knowledge Center

By: Amani Mohamed

Expanding Vocabulary

Dialogic reading focuses on enhancing students’ oral language development/skills and enhancing their vocabulary. To do this teachers can use a words tier system, the words in the tier would be common in literature.

Tier 1- Basic Words

These are everyday words that students are repeatedly taught. For example: am, look, she, see.

Tier 2- High-frequency words

These words are used frequently in many different forms of literature. For example: sometimes, want, around, different.

Tier 3- Context specific words

These words are specific to the literature and topic, these words should be taught before the literature is read to prepare the learners for new and unfamiliar vocabulary. For example: prehistoric, echo-location, misbehave, genius.

By: Alexandra Godinez

Expanding vocabulary continued..

Pre-teaching is key when using the tier system, students will begin reading with the knowledge and preparedness they need to read with fluency and understanding of the new vocabulary being presented. https://www.youtube.com/watch?v=QQiPcwfgGEc

By: Alexandra Godinez

Examples of Dialogic Reading

https://www.youtube.com/watch?v=sSW8BqRbcmY&feature=emb_title

By: Kiara Fernandez

REFERENCES

https://www.cambridge.org/elt/blog/2019/04/18/dialogic-reading/

https://www.raising-readers.org/media/cms/Session2ParentHandouts_8021C499ADF6_FF15844EA1FF7.pdf

https://www.cambridge.org/elt/blog/2019/04/18/dialogic-reading/

https://www.readingrockets.org/article/dialogic-reading-effective-way-read-aloud-young-children

Benefits of Dialogic Reading 1

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Benefits of Dialogic Reading 2