Developing the Emergent Literacy Skills of English Language Learners through Dialogic Reading: A Systematic Review

Autor/inn/en	Kennedy, Catriona; McLoughlin, Aoife
Titel	Developing the Emergent Literacy Skills of English Language Learners through Dialogic Reading: A Systematic Review
Quelle	In: Early Childhood Education Journal, 51 (2023) 2, S.317-332 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kennedy, Catriona) ORCID (McLoughlin, Aoife)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-021-01291-1
Schlagwörter	Emergent Literacy; English Language Learners; Academic Achievement; Preschool Education; Elementary School Students; Intervention; Dialogs (Language); Reading Instruction; Reading Research; Oral Language; Teaching Methods; Instructional Effectiveness; School Readiness + Suchen Sie Ihr Suchwort? Frühleseunterricht; Schulleistung; Pre-school education; Vorschulerziehung; Dialog; Dialogs; Dialogue; Dialogues; Leseunterricht; Leseforschung; Oral interpretation; Mündlicher Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Readiness for school; School ability; Schulreife
Abstract	The development of emergent literacy skills at an early age sets learners on a positive trajectory for later literacy skills and overall academic success. Although the development of emergent literacy skills is a major focus of preschool programmes internationally, English language learners (ELLs) often display difficulties with emergent literacy skills upon entry to primary school, in comparison to their peers whose first language is English. Consequently, the identification of effective emergent literacy interventions for ELL is of paramount importance. To date, however, a comprehensive review of the effectiveness of dialogic reading interventions for developing the emergent literacy skills of ELLs has not been conducted. Following PRISMA procedures, a systematic review was undertaken and 6 studies were found to meet the inclusion criteria. Gough's (2007) Weight of Evidence framework was used to evaluate the methodological quality, methodological relevance and relevance of the evidence to the research question presented. Findings demonstrated that dialogic reading interventions are effective for developing the emergent oral language skills of ELLs but may not be effective for developing the emergent reading or writing skills of these learners. The implications of the findings for practice and research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01