Dialogic Reading: Implementing an Evidence-Based Practice in Complex Classrooms

Autor/in	Urbani, Jacquelyn M.
Titel	Dialogic Reading: Implementing an Evidence-Based Practice in Complex Classrooms
Quelle	In: TEACHING Exceptional Children, 52 (2020) 6, S.392-402 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Urbani, Jacquelyn M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059920917694
Schlagwörter	Discussion (Teaching Technique); Intervention; Expressive Language; Small Group Instruction; Story Telling; Language Skills; Language Usage; Reading Aloud to Others; Student Role; Early Childhood Education; Teacher Role; Bilingualism; Reading Material Selection; Young Children; Space Utilization; Learning Activities; Teamwork + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; Sprachgebrauch; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerrolle; Bilingualismus; Frühe Kindheit; Raumnutzung; Lernaktivität
Abstract	Dialogic reading (DR) is an intervention that aims to further students' expressive language development (Flynn, 2011; Towson et al., 2017). Specifically, DR occurs in small groups to afford students the opportunity to engage in active discussion and uses the same book for multiple readings and retellings. Because multiple research studies have found positive student outcomes across participants and settings, DR meets the criteria of an evidence-based practice (EBP) (Cook & Odom, 2013). Indeed, the Institute for Education Sciences lists DR as a recommended practice for general and special education students (What Works Clearinghouse, 2007, 2010). (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01