Dialogic Reading Synthesis Table Name: Bailey Zalar

Author/ Research Participants Settings Implementers Independent Variable Dependent Results Social
Citation Question Variable Validity/Usability
Fleury, V. P., Is there a 3 male At The first or Prompt – asking Staying on- Dialogic The study shows a
Miramontez, S. difference in children school second author questions to elicit a task/time - based on reading causes trend that dialogic
H., Hudson, R. how much time between the in a of the study. verbal response 10-second time an increase in the reading affects
F., & Schwartz, children with ages of 3;4 treatme Completion – finish the samples in which amount of time a verbal participation
I. S. (2013). ASD participate and 5;11 who nt room. phrase, Recall – the child child is engaged for kids with ASD
Promoting in dialogic book have a dx of questions about demonstrated sitting during book and the results can
active readings ASD, can characters or what upright, body reading. be used as an
participation in compared to focus on a happened in the book, oriented towards the There was an argument for more
book reading standard book task for at Open-ended – ask the book or reader, and increase in intentional reading
for preschoolers readings? How least five child to talk about what’s eye gaze on the verbal tasks and providing
with Autism engaged are minutes, and happening in the book or reader, also participation more support for
Spectrum children with can produce pictures, Wh- questions - measuring the during dialogic book reading when
Disorder: A ASD in the 2-3 word ask wh- questions about length of the reading. working with kids
preliminary book reading utterances the pictures (who, what, sessions starting Types of with ASD. Also, the
study. Child task? when, where, why), when the book prompts that results show that
Language Are there Distancing – ask the started and ending elicited verbal different prompts
Teaching and differences in child to relate the story after the last page responses was work best with
Therapy, 30(3), children’s to their own experiences was read. dependent on the different children,
273–288. verbal Evaluate – decide if the Verbal child. which would require
https://doi.org/1 participation child response was participation - adults to be aware of
0.1177/0265659 during standard correct and/or utterances that were the types of prompts
013514069 book reading appropriate on topic and that work best for
compared to Expand – add contained 1+ each child they work
dialogic information to the intelligible words with.
reading? child’s response Types of prompts
Are dialogic Repeat – repeat the that elicit verbal
reading prompt as needed responses - a record
prompts of which adult
effective in prompts elicited
eliciting verbal verbal responses
responses from from the child.
children with
ASD?
Fleury, V. P., & Is there a 9 children (7 In the 5 Prompt every 2-3 pages Child verbal Paraeducator A social validity
Schwartz, I. S. functional male, 2 classroo paraeducators – participation – use of dialogic questionnaire was
(2016). A relationship female) with m4 who were completion prompt – verbal responses to prompts – provided to the
Modified between a diagnosed times familiar with adult starts a sentence adult questions or increased the paraeducators that
Dialogic modified ASD between per the child and child is given time to independent number of contained 11
Reading dialogic reading the ages of week participants complete it, initiations that were questions asked statements in which
Intervention for approach and 3;0 and 5;11 for 5 since they recall questions – on-topic (related to during the they were asked to
Preschool changes in level who spoke weeks, have been questions about the the book) and were intervention rate from 1 (strongly
Children With for children’s English as reading working with characters or plot, open- not an echo of what phase disagree) to 7
Autism verbal their primary a new them in the ended questions – child the adult had said Verbal (strongly agree)
Spectrum participation language who book classroom is asked about what is prior participation: across all
Disorder. during book had the age each since the start happening in a picture, Book-specific responding to statements, the
Topics in Early reading? equivalency week. of the school wh questions – child is vocabulary – prior adults – paraeducators rated
Childhood How do score of at year. asked about a picture to reading each book increased from their statements as
Special students across least 2;0 on that targets specific and after reading baseline to mostly 6 or 7 with
Education, a range of ASD an vocabulary, each book, the kids intervention 5s and 4s regarding
37(1), 16–28. severity expressive/re distancing questions – would be shown 10 Verbal the impact of DR on
https://doi.org/1 respond to the ceptive questions about the picture cards of participation: student attention,
0.1177/0271121 intervention? language child’s experiences vocabulary targets initiation – no enjoyment of
416637597 Does modified assessment Evaluation – found in each book significant reading, and interest
dialogic categorizes the level of and would be asked change from in reading.
reading accuracy in which the to name them baseline to Paraeducators were
produce the child responded – intervention also asked to answer
collateral provide feedback by Severity of ASD open-ended
benefit of reinforcing correct symptoms – all questions and shared
bolstering responses or children across that some of the kids
children’s asking a follow-up all severity did not want to read,
vocabulary question for incorrect groups presented
development? responses or no response experience an challenging
To what extent Special prompts if child increase in behaviors, and it
do educators answers incorrectly – responding to was difficult to find
find the give a choice between adults after time to complete the
feasibility of the correct and incorrect intervention intervention during
intervention answer, yes/no Knowledge of the highly structured
procedures and questions, asking to book-specific school day.
the child repeat the target word, vocabulary –
outcomes having the child point to children learned
acceptable? the pictures more book-
Expands – repeats what specific
the child says and then vocabulary
adds to it during the
Repetition of prompt intervention
phase
Grygas Coogle, For 4 boys with Sam A graduate Use of question Vocabulary – DR and DR+T The implications of
C., Floyd, K. preschoolers ASD (Sam, and assistant who prompts – scripted wh- naming, definition, increase the study are that
K., & Rahn, N. with ASD, do Gregory, Gregory was trained to questions, follow-up function of specific vocabulary different formats of
L. (2018). DR and DR + T Carter, and complet deliver DR and prompts based on child target words from acquisition and the books used in
Dialogic increase Danial) ed their one of the responses, and expansion the books maintenance, DR may impact the
Reading and vocabulary between the sessions authors of the of vocabulary definitions differences effectiveness of the
Adapted acquisition and ages of 44 in the study who Explicit direction for between the intervention, but that
Dialogic maintenance as and 52 hallway would step in word naming – child impact of DR it is dependent upon
Reading with compared with months who at a for the was prompted to say and DR + T was the individual. This
Preschoolers baseline? receive child- sessions the each word 1 or 2 times different for each means that some
With Autism Are there special sized GA could not Use of pictures on child (one was children may learn
Spectrum differences in education table. complete tablet – pictures on more effective better using a tablet,
Disorder. Journ acquisition and services While tablet get bigger as child than the other, while others do
al of Early maintenance related to Carter is prompted (DR + T while there were better using the
Intervention, 40 between the two their and only) no perceived printed books and
(4), 363–379. conditions? diagnosis, Daniel differences for that it is worthwhile
https://doi- Are there verbally use complet other to figure out which
org.proxy.librar differences in two-word ed a few participants), format is best for the
y.kent.edu/10.1 definitional phrases to of their definitional client.
177/105381511 knowledge communicate, sessions knowledge also
8797887 across each verbally in the varied by
condition? imitate hallway, participant and
words, and but intervention
can sit most of conditions
through a few their
minutes of sessions
book reading were
complet
ed in
the
classroo
m
library
area
seated
on the
floor
Grygas Coogle, Does DR 2 children 3 1 teacher DR: Labeling of target The results The study shows
C., Ward enhance the with sessions (Lisa) who Question prompt + vocabulary varied per child, that all three
Parsons, A., La labeling of diagnosed (one of self-identifies pointing – “what is bit all methods are
Croix, L., & target ASD each as Black, she this?” and pointing to the intervention effective in
Ottley, J. R. vocabulary for (pseudonyms interven has 3 years of picture of the target word conditions were increasing the use of
(2020). A preschool Jonathon and tion) experience Wait time – pausing for effective in labeling. However,
Comparison of children with Elaina) every working with up to 5 seconds to allow increasing their the authors were
Dialogic ASD? Jonathan was day at special needs the child to respond labeling of expecting the DR +
Reading, Does modeling 4;0 and White school students, and Re-prompting – asking vocabulary. DR modeling condition
Modeling, and enhance the non-Hispanic, over the had served the question a second had the most to be the most
Dialogic labeling of Elaina was summer both Jonathan time if the child did not immediate effect effective and it was
Reading Plus target 5;0 and White , the DR and Elaina respond within 5 seconds for Jonathan, not. This indicates
Modeling. Infa vocabulary for Hispanic, and the first time while it that more exposure
nts & Young preschool both children modelin Praise – if the child increased to a target does not
Children: An children had g responded, whether the Elaina’s labeling always have a
Interdisciplinar with ASD? approximatel sessions answer was correct or the most. positive impact on
y Journal of Does DR plus y 200 words were incorrect, then the growing a child’s
Early modeling in their verbal each 10 clinician would respond vocabulary and
Childhood enhance the vocabulary minutes with “good talking”, the could impact a
Intervention, 33 labeling and used in clinician would not child’s ability to
(2), 119–131. of target gestures, they length, provide praise and just generalize their
https://doi- vocabulary for could imitate while move on to the next skills.
org.proxy.librar preschool words, the DR prompt if the child did
y.kent.edu/10.1 children with answer + not respond after the
097/IYC.00000 ASD? simple modelin second prompt
00000000162 Are there questions, g Modeling:
differences in follow simple conditio All procedures in DR
the labeling of directions, n was Visual aid - placement
target and imitate 15 of toys on the table that
vocabulary actions minutes represented the target
across in vocabulary words and
conditions for length pointing to the toys
preschool when prompting “what is
children with that?”
ASD? DR + modeling:
Combination of
procedure from
exclusively DR and
exclusively modeling
Pointing to both the
picture and the toy while
saying “what is this?’
Reese, E., Does 33 mother- Pre and The parents in DR: Receptive and No significant The study shows
Leyva, D., elaborative child dyads post- each of the Ask open-ended expressive difference in that training low-
Sparks, A., & reminiscing who were assessm treatment questions – wh- vocabulary growth, vocabulary, story income mothers in
Grolnick, W. have a positive enrolled in ents groups were questions about improvement of recall from pre- elaborative
(2010). effect on Head Start were provided with vocabulary and about narrative skills – to post-tests for reminiscing has a
Maternal expressive and were conduct training for what is happening in the answering children whose positive effect on
Elaborative vocabulary and assessed at ed at the their story comprehension mother’s story retell and story
Reminiscing narrative skills? the beginning prescho perspective Expansion on questions, retelling received training. comprehension,
Increases Low- Does DR have of preschool ol, interventions utterances – repeating stories, increase of There was a even more so than
Income a positive effect using the intervie and were the what was said and then print skills – significant those trained in DR.
Children’s on expressive Peabody ws of ones adding to it conceptual difference in the This indicates that
Narrative Skills vocabulary and Picture the implementing Increasing child knowledge such as quality of the elaborative
Relative to narrative skills? Vocabulary parents the participation – relating where do I start narratives with reminiscing may be
Dialogic How does DR Test (PPVT); were interventions the events of the book to reading and where is children who had a more effective
Reading. Early and/or the average complet experiences the child has the title? mother’s that strategy if child
Education and reminiscing child age was ed in had, focusing on child received training goals are related to
Development, 2 impact print 49 months; the interests in elaborative narrative skills and
1(3), 318–342. skills? 13 male home, Reminiscing: reminiscing story
Does maternal children, 20 interven Asking open-ended increasing their comprehension.
ethnicity affect female tions questions – wh sills the most.
the outcome of children; 48% were questions about events There was no
training? of children complet the child has participated difference in
were ed at in print skills
classified as home Expansion – same as between the
bilingual and DR groups.
(based on were Increase child However, story
parent report encoura participation – follow comprehension
of a second ged to the child’s lead by increased
language be asking more questions, significantly
spoken in the implem ask questions that relate more for the
home; 8 non- ented to other events the child children whose
Hispanic daily has experienced mothers received
White over a 5 training in
mothers, 12 month elaborative
Hispanic period reminiscing.
mothers, and
13 non-
Hispanic
Black
mothers;
participants
were
randomly
assigned to 3
groups: 11 in
the control,
10 in the DR,
and 12 in the
elaborative
reminiscing