Dialogic Book Reading in Swedish Preschool : A Switching Replications Randomized Controlled Trial

• Oral language competence during early childhood is crucial for later reading comprehension. This study examined the language development of 5-year old children, with diverse language backgrounds, during a Dialogic Book Reading (DBR) intervention. Eighty-five children attended DBR in 25 sessions over five weeks using a switching replications design. Ten teachers delivered DBR, with concurrent coaching by three special educators. The vocabulary assessment occurred at three time points and included both standardized test and custom measures of vocabulary depth. Our results show promising vocabulary growth, for children and DBR appears feasible to implement in our context.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences (hsv//eng)

Nyckelord

early language skills

additional language learners

early intervention

narrative

well-being

specialpedagogik

Special Education

Early Childhood Education

förskoledidaktik

Publikations- och innehållstyp

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