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Using dialogic reading strategies to promote social-emotional skills for young students: An exploratory case study in an after-school program

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Abstract

As educators begin to understand the need for a social-emotional learning curriculum for young students, finding opportunities to implement a curriculum that supports students’ social-emotional development is important. Research supports that using shared reading opportunities that are common in young students’ in-school and out-of-school routines to embed social-emotional learning could have potential impact for young students’ social emotional as well as academic development. This article describes an exploratory mixed-methods case study that examines the use of dialogic book reading strategies in promoting social-emotional skills of young elementary students in an after-school program in the United States. A pre–post case study design was employed to examine preliminary social-emotional outcomes. In addition, parent interviews were conducted to explore the perceived benefits of the intervention in the home environment. The results suggest that dialogic reading may be a helpful strategy to promote young students’ social-emotional learning. The implications for research and practice are discussed.

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... In this context, I think that the children's picture books we read interactively by sitting together on the cushions we spread in a circle in the middle of the classroom, the dialogues we shared as a class about the content of these books and the games we played at the beginning of the activities made a significant contribution to the development of my students' emotional literacy skills. Similar studies in the literature emphasize that "dialogic reading" (Coppock, 2007;Fettig, Cook, Morizio, Gould, & Brodsky, 2018), "circle time activities" (Cefai, Ferrario, Cavioni, Carter, & Grech, 2014;Lown, 2002), "picture books" (Harper, 2016) and "games" (Hromek & Roffey, 2009) are effective in developing children's emotional literacy skills. For example, in a study by Fettig et al. (2018), two kindergarten and two first-grade students participated in "dialogic reading" activities for six months, one hour a week. ...
... Similar studies in the literature emphasize that "dialogic reading" (Coppock, 2007;Fettig, Cook, Morizio, Gould, & Brodsky, 2018), "circle time activities" (Cefai, Ferrario, Cavioni, Carter, & Grech, 2014;Lown, 2002), "picture books" (Harper, 2016) and "games" (Hromek & Roffey, 2009) are effective in developing children's emotional literacy skills. For example, in a study by Fettig et al. (2018), two kindergarten and two first-grade students participated in "dialogic reading" activities for six months, one hour a week. A picture storybook was read for the first 15-20 minutes of the lesson, followed by a social-emotional development activity for the next 10-15 minutes and a play activity for the last 25-30 minutes. ...
... • The school curricula implemented in schools should focus on children's cognitive, social, and emotional development (Bibik & Edwards, 1998;Camilleri et al., 2012;Fettig et al., 2018;Kassem, 2002). In other words, the school curricula should address students' minds and hearts. ...
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As a first-grade primary school teacher (the first author) in this action research, I aimed to develop my students’ emotional literacy skills regarding four emotions, namely “sadness,” “fear,” “anger,” and “anxiety.” I conducted the study with my 16 first-grade students at a private primary school in Ankara during the spring term of the 2021-2022 academic year. I first determined my students’ emotional literacy skill levels by the “Emotion Regulation Skills Scale.” Then, I designed and applied 14 action plans consisting of 55 teaching activities for the three components of emotional literacy (i.e., the sub-skills of emotion recognition, expression, and regulation) for 14 weeks and five hours each week. I designed the teaching activities with the theme “Lili and Zozo’s Journey to the Emotions Galaxy.” I collected the qualitative data through participant observations, reflective journals, video recordings, and feedback from my students, Validity Committee members, and parents. In addition, I gathered post-measurement scores by re-applying the “Emotion Regulation Skills Scale.” I analyzed the qualitative data descriptively while I followed the directions provided in the scale for the quantitative data. As a result of the teaching activities I applied in the research, I identified significant improvements in my students’ emotional literacy skills. Regarding the pre- and post-measurement results in recognizing emotions, all the students improved the skill of identifying all four emotions, except for one student for “sadness,” one for “anxiety,” and two for “fear.” Regarding the pre- and post-measurement results in expressing emotions, the most significant improvement happened in feelings of fear and anxiety. While only five students could express “fear” in pre-measurements, this number increased to 15 in post-measurements. Similarly, while only one student could express “anxiety” in pre-measurements, this number increased to 11 in post-measurements. Concerning the pre- and post-measurement scores in regulating emotions, all students ultimately improved. All my students acquired the ability to control all four emotions. In addition, using Lili and Zozo dolls in the teaching activities increased students’ interest, made their learning more enjoyable, and contributed positively to their emotional literacy skills. Based on my experiences in the study, I provided some suggestions for educators.
... The seven included studies that comprise this review indicate the dearth of academic interest in children's mental health and wellbeing outcomes in extended education settings and how educators understand and support these. Academic interest in this topic began less than 15 years ago (Bazyk & Bazyk, 2009), and half of the included studies occurred only in the past 5 years (Fettig et al., 2018;Minney et al., 2019;Siddiqui et al., 2019). A total of 1798 participants took part in the seven studies, although 1231 of these were from the one study (Siddiqui et al., 2019). ...
... The methods and outcomes of each of the studies is examined in more detail in Table 2. With respect to the skills targeted in each intervention, most aimed to improve socialemotional skills (Bazyk & Bazyk, 2009;Fettig et al., 2018;Gooding, 2010;Minney et al., 2019), while the remaining three studies targeted a mixture of emotional, social, wellbeing, individual and community building skills (e.g., identifying masked feelings, teamwork, self-esteem, connect communities, etc.) (Kumschick et al., 2014;Siddiqui et al., 2019). The target population in each study was always children, however, some studies specified groups. ...
... The target population in each study was always children, however, some studies specified groups. For example, Bazyk and Bazyk's (2009) study only included low socioeconomic African American children, Fettig et al. (2018) only included children at risk of emotional and behavioural problems, and Siddiqui et al. (2019) only offered the intervention to year 5 students. ...
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Mental health and wellbeing problems in middle childhood are increasing worldwide which needs more support than just clinical services. Early intervention has been explored in other settings, but not in extended education care settings such as outside school hours care (OSHC). A systematic literature review was undertaken to determine what interventions have been tested in extended education settings to address or promote emotional, behavioural, or social wellbeing in children, and to assess how effective they have been. A PRISMA guided search found seven peer reviewed articles from an initial pool of 458. Data from the articles were extracted and the mixed method appraisal tool (MMAT) was applied to assess methodological quality of the studies design, data collection, and analyses. The final selections were methodologically heterogeneous with an average MMAT quality rating of 71%. All but one of the interventions were delivered to children in small group settings and were a mix of activities. Studies that trained educators to deliver the interventions were limited and no data were collected for them. The two interventions that trained educators to deliver content to children were seen as promising. This review showed an overall paucity of research examining interventions delivered in extended education settings to improve children’s wellbeing. Given variations in extended education services and the absence of formal qualifications required for educators, further research is needed to understand what interventions may be effective and what role educators could play in such interventions or in supporting children’s wellbeing in extended education. This review protocol was prospectively registered with PROSPERO. Registration ID: CRD42023485541 on 03/12/2023.
... The three SEL skills, turn-taking, positive peer feedback, and problem-solving, were selected from the SASH curriculum as focus areas given their alignment with the CASEL framework and identification of being instrumental skills in the development of early elementary-aged children (Daunic et al., 2013;Nix et al., 2013). Additionally, these three SEL skills were selected and examined in previous DR and SEL research (see Fettig et al., 2018). We also selected culturally relevant books with storylines that were child-centered, celebrated children's home culture (Cook et al., 2017;Hollie, 2012) and that provided opportunities to focus on SEL skills in the DR process. ...
... "If X, then I will say/do Y"). Fettig et al. (2018) who examined the SASH program with the use of student-centered extension/role-play activities also documented preliminary efficacy in supporting students' SEL development. In terms of the present study, no central themes emerged with respect to being able to capture students' perceptions of engaging in MR simulation. ...
... However, two caretakers reported some limitations in service outcomes, whereby they did not observe behavior changes at home or school, which may reflect this study's limited generalizability of skills across settings. Fettig et al. (2018) who examined the SASH program also reported mixed levels of behavior change at home. Indeed, among the goals of developing evidence-based SEL programs is to promote the transferability of skills (Hayashi et al., 2022). ...
Article
Research supports the use of engaging young students in shared reading opportunities beyond the school setting to scaffold children’s social emotional and academic development. This article describes an exploratory mixed-methods case study examining the application of the Storybooks and Social Hooks (SASH) curriculum, which uses dialogic reading strategies and extension/role-play activities to develop SEL among early elementary students in an after-school setting in the USA. Mixed reality (MR) simulation was also used in curriculum delivery to provide participants with additional and more authentic practice of SEL skills. A pre-post mixed-methods longitudinal case study design was employed to explore preliminary outcomes of SASH program delivery with MR simulation on social-emotional development. Direct behavior rating (DBR) was collected across all sessions and phases of study implementation. In addition, interviews with students and caretakers were conducted to explore perceived benefits of the intervention and service outcomes. Findings suggest that dialogic reading with extension/role-play activities is a helpful strategy to develop SEL, and the added use of MR simulation may further aid with scaffolding SEL development in young students. Implications for educational research and practice that involves combining dialogic reading with MR simulation among elementary-aged children to promote SEL are discussed.
... Dialogic reading not only improves language learning, as demonstrated by studies such as Towson et al. (2017) and Hui et al. (2019), but also fosters social-emotional skills in young children. In fact, Fettig et al. (2018) found that young children who engage in dialogic reading in emotional settings not only provide positive feedback to their peers but also exhibit improved turn-taking and problem-solving skills, and enhanced communication abilities. ...
... The findings of this study are consistent with previous research exploring the impact of dialogic reading on young children's emotional competence (Fettig et al., 2018). Furthermore, this study examined how visible thinking routines could be incorporated into dialogic reading to develop young children's EI and found that visible thinking routines provided adequate opportunities for children to actively explore different emotion knowledge and skills. ...
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Emotional intelligence plays a crucial role in children’s development. It has been shown in previous studies that emotional intelligence not only influences academic performance but also benefits children’s social and interpersonal lives. This study proposes a new strategy that integrates dialogical reading with visible thinking routines to develop young children’s emotional intelligence. Children’s books have been shown to benefit the development of young children’s emotional skills. This study builds upon past research by utilizing visible thinking routines during dialogic reading of both children’s books and self-made books to create an engaging and comfortable environment for young children to demonstrate and practice their emotional knowledge and skills. A mixed class of sixteen kindergarten and first-grade children, mostly immigrants from Central America, participated in this study. Through classroom observations and monitoring of the children’s interactions and performance over time, the intervention was found to develop children’s performance in these key areas of emotional intelligence: recognition, expression, regulation, and empathy.
... Various studies have shown that including pupils' home languages in education can have several cognitive and socio-affective advantages for pupils, such as being able to access and use knowledge learned in the home language, an increase in metalinguistic awareness, language learning strategies and social-emotional skills (Cummins 2007;Fettig et al., 2018;Jessner 2017). The use of pupils' home languages in for example translanguaging-based approaches in education does not imply that socalled 'named languages' should be completely disregarded. ...
... Dialogic interaction has been found to provide several benefits to pupils, for example for their construction of knowledge, engagement in class, reasoning capabilities and abilities to communicate appropriately in different sociocultural contexts (Gosen 2012;Mercer and Dawes 2014;Van der Veen 2017). Furthermore, the use of dialogic interaction in the classroom can be beneficial for pupils' content learning in various areas such as mathematics and civic education, as well as for their social-emotional and identity development (Fettig et al., 2018;Kumpulainen and Rajala 2017; Rojas-Drummond 2019). Learning gains regarding language have also been found when pupils actively participate in dialogic interaction (Howe et al., 2019). ...
Article
In the field of applied linguistics, the use of multiple languages in educational settings has often been studied from a pedagogical perspective, focusing on teacher practices. In order for multilingual teaching pedagogies, such as translanguaging to reach their full potential, pupils should participate actively in classroom interaction and be stimulated to discuss different ideas, as in dialogic interaction (Alexander. 2008. Towards Dialogic Teaching: Rethinking Classroom Talk. Dialogos). The current study aims to explore multilingual pedagogical practices in primary education from an interactionist perspective and further develop a model of multilingual classroom interaction (Gajo and Berthoud. 2018. “Multilingual Interaction and Construction of Knowledge in Higher Education.” International Journal of Bilingual Education and Bilingualism 21 (7): 853–866) based on empirical analyses. Whole class conversations taking place in three Dutch primary schools participating in an Educational Design Research programme were analysed using a mixed methods approach. The analyses demonstrate discourse practices largely in line with monologic interaction and a rather limited and only symbolic use of other languages than Dutch. We discuss the use of the model of multilingual classroom interaction in primary education on a micro-level and the possible relationship between the use of multilingualism and pupils' participation in classroom interaction.
... Even though effective implementation dialogic education still poses real challenges in actual classrooms, there is gradually surmounting evidence in favor of a dialogic pedagogy improving student learning outcomes in addition to social-emotional wellbeing (Davies et al., 2017;Howe & Mercer, 2017;Wilkinson et al., 2017). In an exploratory mixed-methods case study investigating the role of dialogic book reading strategies in the promotion of social-emotional skills of young elementary students in an after-school program in the United States, Fettig et al. (2018) found that the dialogic reading intervention led to an overall increase of ten per cent in the amount of student-facilitated problem-solving successes, turn-taking completions, and frequency of positive peer feedback, which contributed to the development of these young learners' social-emotional skills. ...
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The fundamental principle of positive psychology relies on the fact that becoming a happier person should be among the primary objectives of any educational activity. Adopting this basic tenet, this study aims to investigate whether a dialogic second language(L2) intervention on an interactive digital landscape can boost the social emotional wellbeing of young adult learners while helping them cope with the academic difficulties of acquiring a second language in the foundation year of an extremely competitive publicuniversity in Türkiye. An embedded experimental design was used to incorporate qualitative data within experimental research. Eighty-seven learners participated in this research and completed the Psychological Wellbeing Scale (Ryff & Keyes, 1995) both at the beginning and end of the 14-week study. The experimental group received a dialogic intervention involving the dialogic use of L2 in discussing critical and taboo social issues, conventionally avoided in mainstream English language teaching textbooks, conducted in internet-mediated dialogic space, namely, Google Classroom, in addition to regular L2 instruction. The dialogues were specially designed and revised according to the curricular requirements of the institution. To investigate learners’ emotional regulation and wellbeing, 10 digital classroom dialogues with emotional reactions of the participants were collected and analyzed using inductive content analysis. Analysis of wellbeing scale data indicates statistically meaningful differences between the groups in favor of the experimental group with a medium effect size. Qualitative findings show personal growth through discussing socially relevant and critical issues, building self-efficacy through increased practice in the target language, and building a more positive outlook through increased foreign language enjoyment (FLE), among other aspects relevant in positive psychology. Pedagogical implications are also discussed in the study.Keywords: dialogic education; second/foreign language acquisition; interactive digital landscape; dialogic intervention; positive psychology; emotional regulation; social emotional wellbeing
... Even though effective implementation dialogic education still poses real challenges in actual classrooms, there is gradually surmounting evidence in favor of a dialogic pedagogy improving student learning outcomes in addition to social-emotional wellbeing (Davies et al., 2017;Howe & Mercer, 2017;Wilkinson et al., 2017). In an exploratory mixed-methods case study investigating the role of dialogic book reading strategies in the promotion of social-emotional skills of young elementary students in an after-school program in the United States, Fettig et al. (2018) found that the dialogic reading intervention led to an overall increase of ten per cent in the amount of student-facilitated problem-solving successes, turn-taking completions, and frequency of positive peer feedback, which contributed to the development of these young learners' social-emotional skills. ...
Article
Full-text available
The fundamental principle of positive psychology relies on the fact that becoming a happier person should be among the primary objectives of any educational activity. Adopting this basic tenet, this study aims to investigate whether a dialogic L2 intervention on interactive digital landscape can boost social emotional well- being of young adult learners as well as the academic difficulties of acquiring a second language in the foundation year of an extremely competitive public university. Embedded experimental design was used to integrate qualitative data within experimental research. 87 learners participated in this research and completed the Psychological Wellbeing Scale (Ryff & Keyes, 1995) both at the beginning and end of the 14-week study. The experimental group received a dialogic intervention involving the dialogic use of L2 in discussing critical and taboo social issues, conventionally avoided in mainstream English language teaching textbooks, conducted on Internet mediated dialogic space, namely Google Classroom, in addition to regular L2 instruction. The dialogues were specially designed and revised according to curricular requirements of the institution. To investigate learners’ emotional regulation and wellbeing, 10 digital classroom dialogues with emotional reactions of the participants were collected and analyzed using inductive content analysis. Analysis of well-being scale data indicate statistically meaningful differences between the groups in favor of the experimental group with a medium effect size. Qualitative findings show personal growth through discussing socially relevant and critical issues, building self-efficacy through increased practice in the target language and building a more positive outlook through increased foreign language enjoyment (FLE) among other aspects relevant in positive psychology. Pedagogical implications are also discussed in the study.
... Similarly, multiple studies confirm that reading contributes positively to the development of social and emotional competencies (Benner et al., 2005;Yu et al., 2023). Recognizing these benefits, various reading strategies have been employed to enhance emotional and social skills (Fettig et al., 2018;Llorent et al., (2022)). Lastly, insufficient or delayed sleep reduces adolescents' ability to interact with others and manage stress, which negatively affects their social and emotional competencies (Killgore et al., 2008). ...
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This study aimed to investigate student- and school-level variables influencing middle school students’ social and emotional competencies and to verify the mediation effects among these variables. Data were obtained from the Seoul Education Longitudinal Study 2020, and a multilevel path analysis was conducted. The analysis revealed that at the student level, higher problematic smartphone use was associated with decreased exercise, reading, and sleep, and lower levels of social and emotional competencies. Additionally, less exercise and reading were related to lower social and emotional competencies. At the school level, a higher proportion of online classes was associated with better peer relationships and higher social and emotional competencies. In mediation analysis, exercise and reading mediated the relationship between problematic smartphone use and social and emotional competencies at the student level. At the school level, peer relationships mediated the relationship between the proportion of online classes and social and emotional competencies. Based on the results, specific strategies for enhancing middle school students’ social and emotional competencies were discussed.
... IOA was based on the number of agreements (defined as DBR scores within ±10%) divided by the total number of agreements and disagreements multiplied by 100 (Fettig et al., 2018). IOA was conducted in 79.4% of all sessions rated in vivo and averaged 93.0% (SD = 0.02) across all three skills (Cook et al., 2023). ...
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Single-case design research studies have historically used external observers to collect time series data that may be used to evaluate intervention effectiveness; however, single-case interventions implemented in educational settings may use the person implementing the intervention (e.g., teacher) to collect data in order to maximize feasibility. The implementer’s knowledge of intervention goals and phase has the potential to influence assessment of dependent variables, particularly when ratings involving some degree of judgment (e.g., Direct Behavior Rating-Single Item Scales [DBR-SIS]) are used. Given the potential for rater effects and expectancy to influence data collection, this study sought to determine whether DBR-SIS measuring social skills collected in vivo by interventionists with full knowledge of intervention goals and phase were equivalent to data collected by external raters masked to intervention phase. Results indicated in vivo DBR-SIS differed from those completed by masked external raters, which has the potential to result in different conclusions regarding intervention effectiveness. The potential for negative effects resulting from sole reliance on in vivo ratings conducted by an interventionist may be mitigated by including additional data streams collected by external personnel masked to intervention phase or by using effect sizes that account for baseline trends. Implications for training and practice are discussed.
... According to the author, home reading activities were found to be more important for children's SEBS than language exposure. The less-frequent shared reading is associated with higher risk of social-emotional problems in young children (Martin et al. 2021), while dialogic reading is a helpful and beneficial strategy (Fettig et al. 2018). We were unable to observe the same thing for literacy activities, given that the majority of families reported reading to their children every evening, either in Russian or in French, and we have not yet been able to detail the measurement in terms of the number of reading days in Russian Non-SocL. ...
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This study delves into the concept of Harmonious Bilingual Development (HBD), characterizing families where linguistic situations do not adversely affect their well-being. Following a recently proposed holistic framework on Harmonious Bilingual Experience (HBE), this research aims to discern the relationship between input factors and the bilingual children’s social–emotional and behavioral skills (SEBS). While input undoubtedly plays a major role in bilingual development, more insight is needed on the quantity and quality of input necessary to foster HBD. A total of 36 five-year-old children with Russian and French as their first languages participated in our study. Children’s language exposure and input quality, as well as parental attitudes, beliefs and strategies regarding language transmission, were assessed with parent questionnaires and activity journals. Additionally, parents assessed their children’s SEBS using the Strengths and Difficulties Questionnaire. Hierarchical cluster analysis identified family profiles which support HBD. We found that the quantity of Russian input, as measured by current exposure, does not directly correlate with SEBS. However, less than 30% of weekly input in Russian appears insufficient for achieving HBD. Furthermore, our study suggests that engaging in at least one extra-curricular activity in Russian, e.g., Saturday school, coupled with parental impact belief, aligns with a family profile experiencing more HBD. These results are coherent with previous studies on harmonious bilingualism, and emphasize the interplay of quantitative and qualitative input factors, as well as SEBS, for achieving HBD.
... The integration of interactive read-alouds, arts-infused literacy practices, and social-emotional learning (SEL) themes provides a comprehensive approach for supporting students' academic growth, conceptual understanding, and socioemotional well-being (Collaborative for Academic, Social, and Emotional Learning, 2021;Fettig et al., 2018). This series of mini lessons offers educators practical strategies to embed research-based best practices that promote literacy engagement and deeper understanding of SEL concepts. ...
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This article outlines a series of mini-lessons designed to integrate interactive read-alouds, arts-engaged activities, and social-emotional learning (SEL) themes to support literacy development and socioemotional well-being in students. Each lesson pairs a carefully selected anchor text with a creative arts activity and online resources, aiming to foster engagement and holistic growth. SEL competencies such as identity exploration, impulse control, managing strong emotions, and responsible decision-making are emphasized. Practical strategies and implementation steps are provided to assist educators in integrating these approaches into their curriculum, promoting equity and accessibility while nurturing a positive classroom culture.
... Furthermore, pupils' reasoning abilities increase when they are stimulated to actively contribute to the interaction (Littleton & Mercer, 2010). Finally, dialogic interaction can stimulate pupils' social-emotional and identity development (Fettig et al., 2018;Kumpulainen & Rajala, 2017). ...
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By focusing on differences and similarities between languages, pupils can increase their learning of abstract principles, metalinguistic awareness and language learning strategies (Duarte, J., & Günther- Van der Meij, M. (2018). A holistic model for multilingualism in education. EuroAmerican Journal of Applied Linguistics and Languages, 5(2), 24–43; Star, J. R., & Rittle-Johnson, B. (2009). It pays to compare: An experimental study on computational estimation. Journal of Experimental Child Psychology, 102(4), 408–426). However, research has demonstrated that the possible benefits of multilingual approaches, such as language comparison, might be limited due to the nature of the classroom interaction in which these approaches are implemented (Rabbidge, M. (2019). The effects of translanguaging on participation in EFL classrooms. The Journal of AsiaTEFL, 16(4), 1305–1322). By using conversation analysis, the current study aimed to gain more insight into how teachers and pupils co-construct language comparison interactions in whole class conversations. Both the conversational structure and the teachers’ practices to stimulate pupils’ active contribution to the interactions were analysed, demonstrating a dominant conversational structure consisting of two key components. Dialogic and non-dialogic participation frameworks could be identified with the first providing pupils more opportunities to actively participate and contribute their own language comparisons than the latter. This study provides interactional evidence for the role of language comparison in making use of pupils’ diverse languages and has direct implications for teachers’ ways of shaping participation frameworks to stimulate home language use in the classroom.
... Studies indicate that school-based interventions that detect and address children's psychological and social difficulties can enhance resilience and academic achievement (Gehlbach & Hough, 2018;Howard & Ferrari, 2021;Loeb, 2016;Sun et al., 2022). Research by Fettig et al. (2018) showed that gains in social-emotional abilities significantly correlated with reading proficiency and social interactions in schools. The social-emotional behavior of students has also been shown to have a long-term impact on their future outcomes. ...
... When it's time for recess, one of the preschoolers brings her food and offers it to the other children in the group in the same way that they share with their companions. As a result of these facts, it is clear that the issue of children showing compassion for one another and sharing what they have is a healthy practice and is carried out in the appropriate manner (Fettig et al., 2018). There are times in a child's life when they can have intense and formative spiritual experiences or interactions, which often shape their religion as they grow into adults. ...
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Religious tolerance supports social peace and brings a better life to the country. Teaching tolerance in early childhood is a challenge for educators. The purpose of this study was to describe changes in the values of religious tolerance in elementary school students. This type of research is a type of qualitative research using a case study design where the researcher participates as an observer. The investigation begins with a documentary analysis of the research material. The next step is to conduct a focus group (FGD). This research resulted in findings that (a) changes in the values of inter-religious tolerance among elementary school (SD) children, especially children aged 6-8 years or grade two, on the basis of all students having the same religion, (2) changes in the values of tolerance between high-value children are taught through integrated learning, (3) while the values of tolerance between children are not specifically taught, values of togetherness such as greeting each other, sharing and supporting the needs of fellow children. taught through group practice. The conclusion of this study is that children quickly become comfortable with each other and form friendships with those who have the same characteristics, such as skin color, face shape, hair type, and even height.
... This kind of talk is thought by many to be supportive of multiple kinds of learning, including content learning (Ketch, 2005;Murphy et al., 2009), social-emotional development (Doyle & Bramwell, 2006;Fettig et al., 2018), and language capacities, both spoken and written (Al-Adeimi & O'Connor, 2021), but the results of research are still subject to variable interpretations. Classroom discourse is difficult to study, for a variety of reasons. ...
Article
This paper introduces the LIDO, or the Low-Inference Discourse Observation tool, that captures discourse moves produced by students and teachers in whole-classroom discussions. Coding methods are described, followed by analyses that explore validity of the LIDO through correlations among LIDO-coded discourse moves and between LIDO scores and scores on the Instructional Support domain of the Classroom Assessment Scoring System-Secondary, utilizing 643 audio-recorded classroom lessons. Observations were conducted in fourth through seventh grade urban classrooms, including English Language Arts, Mathematics, Science and Social Studies. Rates of teacher and student discourse moves correlated with each other and with CLASS scores in expected ways, providing evidence of internal and convergent validity. Implications for use in research are discussed, including specific advantages of this new approach, such as the capacity to tease apart teacher behavior from student behavior in the context of classroom interactions.
... DR is a storytelling method that encourages child-parent interaction using explicit instructions for engagement of knowledge, retrieval and storage of verbal information, and an ongoing monitoring process, all mediated via a constant attention orientation to the storyteller and the book [38]. Children participating in face-to-face DR training showed improved emotional [39,40] and verbal [41][42][43] interaction with their parents. We showed that 4-year-old children exposed to DR in daycare showed greater visual attention and language outcomes, including EEG correlates for these abilities [44,45]. ...
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Simple Summary Parent–child interaction is the scaffold for future emotional and cognitive development and future well-being. As this interaction includes several domains, such as motor, speech, emotional expression, and more, characterizing the quality of parent–child interaction is often performed by a qualified person decoding it by observation. The development of computational tools allows relating to the interaction between the child and parent as synchronized data representing the correspondence between the two, focusing on brain-to-brain, voice/speech, eye contact, motor, and heart-rate signals. In this perspective, we will convey a new approach aiming to gather different sources of synchronization into one domain to reflect the quality of parent–child interaction. Abstract The interaction between the parent and child is essential for the child’s cognitive and emotional development and sets the path for future well-being. These interactions, starting from birth, are necessary for providing the sensory stimulation the child needs in the critical time window of brain development. The characterization of parent–child interactions is traditionally performed by human decoding. This approach is considered the leading and most accurate way of characterizing the quality of these interactions. However, the development of computational tools and especially the concept of parent–child synchronization opened up an additional source of data characterizing these interactions in an objective, less human-labor manner. Such sources include brain-to-brain, voice/speech, eye contact, motor, and heart-rate synchronization. However, can a single source synchronization dataset accurately represent parent–child interaction? Will attending to the same stimulation, often resulting in a higher brain-to-brain synchronization, be considered an interactive condition? In this perspective, we will try to convey a new concept of the child–parent interaction synchronization (CHIPS) matrix, which includes the different sources of signals generated during an interaction. Such a model may assist in explaining the source of interaction alterations in the case of child/parent developmental/emotional or sensory deficits and may open up new ways of assessing interventions and changes in parent–child interactions along development. We will discuss this interaction during one of the parent–child joint activities providing opportunities for interaction, i.e., storytelling.
... The low literacy ability causes low interest in initial reading among early childhood educators. The low interest in initial reading resulted in the low cognitive and intellectual abilities of educators (Fettig et al., 2018). Educators tend to be more interested in using social media and games than initial reading books (Abidin, 2014;Dafit, 2017). ...
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Minat dan kemampuan membaca permulaan siswa PAUD masih tergolong sangat rendah, terutama pada keterampilan membaca permulaan. Hal ini menunjukkan bahwa proses pendidikan pada program PAUD belum efektif dalam mengembangkan kompetensi dan minat siswa terhadap ilmu pengetahuan. Oleh karena itu, gerakan literasi sekolah dirasa sangat penting untuk dilaksanakan di sekolah sebagai salah satu cara dan upaya menumbuhkan minat dan keterampilan membaca permulaan siswa. Tujuan penelitian ini adalah untuk menganalisis pelaksanaan program literasi sekolah dan dampaknya terhadap minat dan kemampuan membaca permulaan siswa. Penelitian ini menggunakan pendekatan deskriptif kuantitatif dengan alat pengumpulan data berupa angket dan tes keterampilan membaca permulaan yang diberikan kepada siswa PAUD sebagai responden penelitian. Hasil penelitian menunjukkan bahwa pelaksanaan gerakan literasi sekolah berpengaruh terhadap minat dan kemampuan membaca permulaan siswa PAUD. Implikasi penelitian ini diharapkan menjadi evaluasi dalam mengatasi kesulitan membaca permulaan siswa
... The practice of reading texts interactively with students within literacy instruction is an effective method of engaging in SEL in elementary classrooms (Britt et al., 2016). Further, dialogic reading is also a technique which can be employed to engage students in social and emotional learning (Doyle & Bramwell, 2006;Fettig et al., 2018). Finally, the use of picture books in elementary classrooms is a way to build SEL skills within young students (Harper, 2016). ...
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The theme of this year is Educate to Liberate. A reminder to faculty in the field that education and literacy extends beyond the content and courses we teach. As Freire puts it, “Leaders who do not act dialogically, but insist on imposing their decisions, do not organize the people—they manipulate them.” Instead, as literacy educators we should strive to work along with our students, to co-create with them, to learn from them. Freire reminds us too that “the (literacy) teacher is of course an artist...What the educator does in teaching is to make it possible for students to become themselves.” Therefore, as literacy educators and researchers, it is our duty to provide access and opportunities for students of all socioeconomic and cultural backgrounds as they navigate their way in our classrooms. All the articles within this 43rd Yearbook represent a portion of the ses- sions presented at the conference. After a peer-review process for conference acceptance, the ensuing articles underwent an additional two rounds of double- blind peer review before acceptance in the Yearbook. It is our sincere hope that the articles reflect the theme and embolden our practice to Educate to Liberate. xiii —JA, AB, KD, & NC
... Acknowledging ongoing tensions related to what counts as key theoretical and empirical underpinnings within the area of reading studies, our study was built on previous work guided by sociocognitive scholarship that highlights the importance of (a) sociohistorical contextual matters that relate to conceptual assertions featured in texts and (b) the active involvement of participating students that are representative of the target population (Arya & Maul, 2021). Such active involvement aligns with research on social-emotional learning and the importance of incorporating students' interests and experiential knowledge in academic contexts (e.g., Fettig et al., 2018). We view such efforts to incorporate relevant, engaging topics as intertwined with the call for raising critical readers of various textual media. ...
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Grounded in the sociocultural nature of literacies and informed of the inherent biases in widely used, English-dominant reading assessments in U.S. schools, this case study traces the planning, development, and pilot administration ( n = 52) of a culturally inclusive (i.e., participant informed), online reading assessment. The Critical Reading Assessment (CRA) is designed to gauge elementary students’ comprehension and critical reasoning (i.e., identifying potential biases or instances of diversity, equity and inclusion) of digital, multimodal texts. Findings from our analysis of recorded pilot sessions with student participants, who are predominantly Spanish/English multilingual learners, suggest (a) the importance of transparency and feedback from multiple stakeholders in the assessment development process; (b) the potential affordance of multiple textual modalities for clarifying comprehension skills and abilities; (c) the potential negative consequences of using established, dominant-English reading tests for determining comprehension abilities; and (d) the need for greater opportunities to practice critical discussions (i.e., questions about perspectives, representation, and other potential biases) about texts. Implications from this study highlight the need for supporting elementary students and their teachers in dialogic, critical reading practices of multimodal textual information.
... Okyay and Kandır (2017), Peter (2017), and Saracho (2018) carry out studies with 6-year-olds, state that using dialogic reading activities help children to express themselves, increase their word acquisition, and use more complex language structure and develop comprehension skills. Fettig, Cook, Morizio, Gould, and Brodsky (2018) as well as Halat (2017) conducted studies with 6-year-old children and state that dialogic reading significantly supports children's social-emotional skills such as turn-taking, problem-solving, providing positive peer feedback, sharing, cooperation, and responsibility. ...
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The aim of this study was to determine the effect of dialogic and traditional reading methods on the storytelling and drawing skills of six-year-old preschool children. Dialogic and traditional reading methods were applied to two different groups and the application stage occurred over a 12-week period, where 24 picture books were read. Before and after the application period, children's stories and drawings were analyzed. It was revealed in the findings of this study that a statistically significant difference occurred in the storytelling and drawing skills of children in the experimental group (EG) who were read books through the dialogic reading method while no statistically significant difference was determined for the storytelling and drawing skills of the control group (CG) who were read books through the traditional reading method. It is seen that the use of dialogic reading with preschool children leaded to the development of their storytelling and drawing skills and it is predictable that it will ultimately support the long-term development of their language, cognitive and social-emotional skills.
... IEP = Individualized Education Program; BAU = business as usual. emotional skills such as turn-taking, problem solving, and praising peers during play (Fettig et al., 2018). ...
Article
Researchers have shown that children's social-emotional growth is inextricably connected to academic learning. We developed the Social-Emotional Learning Foundations (SELF) intervention, a Grade K-1 curriculum merging social-emotional learning (SEL) and literacy instruction, to promote language supported self-regulation, specifically for primary grade children at early risk for emotional or behavioral difficulties. We report findings from a pretest-posttest cluster randomized efficacy trial with one fixed between-subjects factor to test the effects of teacher-delivered SEL instruction against those of business as usual (BAU). We recruited 163 kindergarten (K) and 141 first grade teachers from 52 schools across 11 school districts within one southeastern state. Our student sample (n = 1154) consisted of 627 kindergarteners and 527 first graders identified by teachers as at risk for internalizing or externalizing emotional and behavioral problems using the Systematic Screening for Behavioral Disorders; 613 of these students participated in the SELF condition and 541 participated in the BAU condition. We randomly assigned schools to SELF or BAU and used a multilevel model with three levels (i.e., children, classrooms, schools) to analyze data on subscales of six (four teacher-report and two direct) assessments related to self-regulation, social-emotional learning, social-emotional vocabulary, and general behavioral functioning. We found positive main effects of SELF compared to BAU on all but one measure, with effect sizes (calculated using Hedges' g) ranging from 0.20 to 0.65. Findings provide evidence for guiding future SEL intervention research and informing practice to improve student outcomes, particularly for children at risk for behavior problems.
... In subsequent research, dialogic reading has been found to develop young children's expressive vocabulary (see Hargrave & Senechal, 2000;Sim & Berthelsen, 2014), knowledge of narrative structure (Lever & Senechal, 2011), and to have positive effects on children's comprehension and decoding skills (Mol et al. 2008). Furthermore, dialogic reading may be a helpful strategy to promote children's social-emotional learning (Fettig et al. 2018). ...
Article
Adult-child shared-book-reading (SBR) is an everyday practice that is fundamental to young children's early engagement with literature. Its potential for supporting young children's participation in literacy is of continuing interest to parents, practitioners, researchers and policymakers alike. However, there is limited research involving critical examination of the processes involved in SBR, particularly of interaction beyond verbal language and of the ways in which differing social contexts influence children's participation. Through close examination of two children's involvement in eight SBR episodes using a multimodal lens, this paper surfaces complexity in the ways in which different contexts and children's previous experience of the text afford differential participation and influence narrative interpretations. The findings contribute to understandings of how SBR practices, and the role of affordance, repetition and modal appropriation, shape children's early engagement with literature.
... Nonetheless, there is a limited research literature on the effectiveness of this type of story reading on other variables. For instance, Aram (2006); Curenton and Craig (2009) ;Aram, Deitcher, Shoshan, and Ziv (2017);Fettig et al(2018); Schapira and Aram (2019) have worked on the effectiveness of shared story reading on improving social skills. Still, to the best knowledge of the authors, there is no research effort to use this type of story reading to improve structures related to oneself. ...
Article
The study examined the efficacy of an intervention designed to promote self concept, representation of self and autobiographical memory among preschoolers during shared reading within a sample of 22 families from the low-SES background. The intervention is based on PRO approach and Bruner(1986) model to consider both aspects of stories content and parent’s manner of reading. Mothers in the intervention group were given four books, one new book weekly, and were instructed to read each book four times per week to their children using the four-reading model. Parents in the control group were given no further guidance. The results indicated that shared story reading significantly increased the positive representations and specification of autobiographical memory in the intervention group. The findings suggested that using shared story reading could be effective in improving the representation of self and specification of autobiographical memory in preschoolers.
... In particular, dialogic reading seems to promote socioemotional learning as well as children's social competencies and the development of coping strategies (Doyle & Bramwell, 2006;Duursma, Augustyn, & Zuckerman, 2008) as it creates opportunities for children to learn emotional vocabulary and to talk about it. Consequently, dialogic reading is applied in classroom settings as a helpful strategy to support young students' development of theory of mind and early socioemotional competencies (Doyle & Bramwell, 2006;Fettig, Cook, Morizio, Gould, & Brodsky, 2018;Martucci, 2016). However, we are still missing sufficient data to analyze the nature of the relationship between shared reading and children's socioemotional competencies and possible mediation effects in young children aged three years or younger. ...
Article
Research findings: Developing adequate socioemotional competencies is of great relevance for later health and academic outcomes. Shared book reading creates valuable social situations that provide opportunities to talk about characters’ emotions and social interactions with children and thus might contribute to children’s socioemotional development. Additionally, shared reading as a key facet of the Home Literacy Environment (HLE) plays a significant role in children‘s language acquisition whereas linguistic abilities, in turn, are an important predictor of children’s socioemotional competencies. Based on a sample of N = 131 children with an average age of M = 37 months (SD = 4.00), this study investigates the association of different facets of the HLE with children’s linguistic and socioemotional competencies. Regression analyses were conducted to predict socioemotional competencies by shared reading habits and a global measure of the HLE while controlling for children’s linguistic abilities and various child and family characteristics. A significant association between families’ shared reading habits and children’s socioemotional competencies mediated by children’s linguistic abilities was found. Practice or policy: Shared reading with children is a beneficial habit that can support children’s linguistic and socioemotional learning. Supporting children’s linguistic abilities may be a beneficial strategy to foster children’s socioemotional competencies.
Article
Bu çalışmada, okul öncesi dönemde gelişimsel yetersizliği olan çocuğa sahip ebeveynlerin etkileşimli kitap okuma uygulamasına yönelik becerilerinin incelenmesi amaçlanmıştır. Amaç kapsamında “Ebeveynlerin Etkileşimli Kitap Okuma Becerileri Anketi” kullanılmıştır. Veriler basılı ya da elektronik olarak 279 gönüllü ebeveynin katılımıyla elde edilmiştir. Verilerin analizinde SPSS 26 programı kullanılmıştır. Ebeveynlerin ankette verdikleri yanıtların frekans ve yüzde değerleri hesaplanarak anketten aldıkları puanları ile eğitim düzeyleri, çocuklarıyla geçirdikleri kaliteli vakitleri ve çocuklarıyla kitap okuma sıklıkları arasındaki ilişkiler incelenmiştir. Araştırma bulgularına göre ebeveynlerin etkileşimli kitap okuma uygulama adımlarında özellikle okuma esnasında cümle tamamlama, daha önce okunulan kitaplar ile okunulan kitabı ilişkilendirme, okumanın ardından kitaptaki olaylar, konular ve karakterler ile ilgili etkinlikler yapma adımlarında bilgi ve uygulama eksiklikleri olduğu tespit edilmiştir. Ayrıca ebeveynlerin anket puanları ile eğitim düzeyleri, çocuklarıyla geçirdikleri kaliteli vakit ve çocuklarıyla kitap okuma sıklıkları arasında ilişki olduğu belirlenmiştir. Araştırma sonucunda ulaşılan bulgular ilgili alan yazın çerçevesinde tartışılarak ileri araştırma ve uygulamalar için öneriler sunulmuştur.
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La tecnología se ha convertido en un pilar fundamental de la sociedad moderna, alterando cada aspecto físico y psicológico del entorno en el que se desenvuelve el individuo. Su impacto ha alcanzado al sector educativo, donde la implementación de herramientas que contienen elementos de Inteligencia Artificial (IA) o incluso, se basan completamente en este sistema informático, está generando cambios significativos dentro del marco del proceso de enseñanza-aprendizaje que afecta a todos los miembros de la comunidad educativa. El estudio se enfoca en validar un cuestionario diseñado con el fin de medir el conocimiento, actitud y percepción del profesorado hacia la Inteligencia Artificial Generativa (IAG) en educación. Se aplicó la metodología de Escobar y Cuervo (2008) para que, a través de un juicio de expertos, evaluaran los ítems en términos de claridad, coherencia, suficiencia y relevancia. Seguidamente, se realizó un análisis estadístico para determinar el acuerdo entre los jueces, y se calculó la fiabilidad psicométrica del instrumento. Los resultados indicaron ajustes necesarios para garantizar validez y fiabilidad. La versión final del cuestionario se considera una herramienta sólida y pertinente para futuras investigaciones educativas, facilitando la integración de la IAG en la educación.
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Amaç: Bu çalışma, gelişimsel dil bozukluğu olan çocukların dil ve konuşma terapilerine ek olarak etkileşimli kitap okuma ile karşılaşmaları sonucunda dil ve öz düzenleme becerilerinde nasıl bir farklılık olacağını belirlemek amacıyla yapılmıştır. Gereç ve Yöntem: Gelişimsel dil bozukluğu olan kontrol grubunda bulunan 48-72 ay arasındaki 10 çocuğa standart dil ve konuşma terapisi uygulandı. Çalışma grubunda bulunan 10 çocuğa ise dil ve konuşma terapisi yanı sıra etkileşimli kitap okuma uygulandı. Çocuklara 8 hafta boyunca dil konuşma terapisi ve/veya etkileşimli kitap okuma uygulandı. Çocukların hem dil becerileri hem de öz düzenleme becerileri müdahale öncesi ve sonrasında parametrik olmayan analizler ile incelendi. Bulgular: Dil ve konuşma terapisine ek olarak etkileşimli kitap okuma müdahalesi alan gelişimsel dil bozukluğu olan çocukların dil becerileri ile öz düzenleme becerilerine dair dikkat dürtü kontrol boyutu daha fazla ilerleme göstermiştir. Sonuç: Gelişimsel dil bozukluğu olan çocukların yaşadığı bilişsel zorluklarının gözden kaçırılmaması için dil ve konuşma terapisi müdahale planlarında düzenlemeler yapılmalıdır. Bu çocukların sadece dil zorluğu değil öz düzenleme becerileri için de etkileşimli kitap okumanın uygun bir öneri olduğu düşünülmektedir.
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Early literacy promotion in pediatric primary care supports parents and caregivers reading with their children from birth, offering counseling in interactive, developmentally appropriate strategies and providing developmentally and culturally appropriate and appealing children’s books. This technical report reviews the evidence that reading with young children supports language, cognitive, and social-emotional development. Promoting early literacy in pediatric primary care offers a strengths-based strategy to support families in creating positive childhood experiences, which strengthen early relational health. An increasing body of evidence, reviewed in this report, shows that clinic-based literacy promotion, provided with fidelity to an evidence-based model, has benefits for children, for parents and caregivers, and for pediatric physicians and advanced care providers as well. Reading with young children supports early brain development and the neural “reading network,” and improves school readiness. High-quality literacy promotion is especially essential for children who face disparities and inequities because of social factors, systemic racism, and socioeconomic risk. All families benefit from high-quality and diverse books and from developmentally appropriate guidance supporting interactions around books and stories. Thus, literacy promotion can be a universal primary prevention strategy to strengthen families and support healthy development. Partnerships at community, local, and state levels offer opportunities for integration with other programs, services, and platforms. Literacy promotion in primary care pediatric practice, recognized by the AAP as an essential component since 2014, has become increasingly common. There are successful models for public funding at federal, state, county, and municipal levels, but sustainable funding, including payment to pediatric physicians and advanced care providers, remains a need so that the benefits of pediatric early literacy promotion and the joys of books and shared reading can truly be offered on a population level.
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This chapter concerns a model of holistic, structured literature education, which has pedagogical value for social-emotional learning. Fiction supports children's personal growth in many ways. The special emphasis lies on the reading process, which aims at empathizing reading and sharing of text-based emotions and experiences. Further individual and common arts-based meaning-making is an intrinsic part of the reading process. The empathized reading process as well as supportive reading environment need to raise educators' consciousness. Creative, arts-based activities offer channels to make children's interpretations of fictional texts visible. There are several presented examples of arts-based methods for literature education and the family literacy practices that have an impact on social-emotional learning. The methods are individual story ending (ISE), kamishibai theater, silent books, and structured reading moments.
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This study explores the dialogues about social values, emotions and feelings that emerge during the implementation of dialogic literary gatherings (DLG). DLG is a classroom-based program grounded in the dialogic reading of classic books. Ten DLG sessions with fourth-grade students (n = 126) were implemented in 5 elementary schools in Spain. The analysis of dialogues that took place in selected DLG sessions reveals that students discuss a range of topics related to social values, emotions or feelings and that they relate these topics to different domains in their daily life (classroom experiences, relationships with their family or peers, etc.). The results suggest that the interactive environment surrounding classic books that is created in DLG allows students to address themes that matter to them, thus providing the students with valuable opportunities to increase their social and emotional awareness.
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Language and literacy skills are critical for academic success. Shared book reading is an evidence-based practice for improving a range of language and literacy skills in young children, including those with or at risk for learning disabilities. The aim of this paper is to describe how teachers and speech-language pathologists (SLPs) can collaborate to support young children’s learning through shared book reading. An overview of shared book reading is presented, followed by a description of the collaboration, implementation of the shared book reading sessions, as well as instruction that can take place after the reading. By collaborating through shared book reading, teachers and SLPs can enhance their overall instructional quality to more effectively support the language and literacy needs of children with or at risk for learning disabilities.
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Resilience, a person’s ability to adjust well to adversity, is essential for success and well-being for all but especially crucial for children with attention deficit and hyperactivity disorder (ADHD). In this study, we adopted a single-subject design with a technique of multiple probes across behaviours to examine the effects of a context-specific intervention program on the resilience of a 3rd grader with ADHD. The intervention programme incorporates dialogic reading and guided reading principles, and targets three positive behavioural outcomes of resilience: affect control, positive thinking, and goal planning. The results indicated that all three behavioural outcomes of the participant’s resilience increased over the intervention course, and the effects sustained after the completion of the intervention. Moreover, the participant also resiliently generalised the strategies obtained during the intervention in new situations.
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This meta-analysis reviewed 82 school-based, universal social and emotional learning (SEL) interventions involving 97,406 kindergarten to high school students (Mage = 11.09 years; mean percent low socioeconomic status = 41.1; mean percent students of color = 45.9). Thirty-eight interventions took place outside the United States. Follow-up outcomes (collected 6 months to 18 years postintervention) demonstrate SEL's enhancement of positive youth development. Participants fared significantly better than controls in social-emotional skills, attitudes, and indicators of well-being. Benefits were similar regardless of students’ race, socioeconomic background, or school location. Postintervention social-emotional skill development was the strongest predictor of well-being at follow-up. Infrequently assessed but notable outcomes (e.g., graduation and safe sexual behaviors) illustrate SEL's improvement of critical aspects of students’ developmental trajectories.
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Childhood attention-deficit/hyperactivity disorder (ADHD) and comorbid oppositional defiant disorder/conduct disorder (ODD/CD) are associated with negative school outcomes. The study aimed to examine the impact of ADHD and ODD/CD on various school functions. 395 youths with ADHD (244 with ADHD + ODD/CD and 151 with ADHD only) and 156 controls received semi-structured psychiatric interviews. School functions were assessed and compared between each group with a multiple-level model. The results showed that youths with ADHD had poorer performance across different domains of school functioning. Youths with ADHD + ODD/CD had more behavioral problems but similar academic performance than those with ADHD only. The multiple linear regression models revealed that ADHD impaired academic performance while ODD/CD aggravated behavioral problems. Our findings imply that comorbid ODD/CD may specifically contribute to social difficulties in youths with ADHD. Measures of early detection and intervention for ODD/CD should be conducted to prevent adverse outcomes.
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This investigation evaluated the effects of cuento therapy (an intervention using Spanish-language tales) on children's self-esteem, affect, and reading test performance. The sample was composed of 58 third-grade Mexican-American students who were randomly assigned to the treatment and control groups. The results showed a mean self-esteem gain score difference between groups in favor of the treatment group for Global, Academic, and General self-esteem scores. Following intervention, the treatment group reported less physiological anxiety than did the control group. The results also showed mean increases in the pre- and post-standardized high-stakes reading test scores for both groups. Other significant findings regarding self-esteem and anxiety are reported.
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A common literacy practice in early childhood classrooms is reading aloud to children. Little is known, however, about the quality of engagement in shared reading activities for young children with Autism Spectrum Disorders (ASD). Dialogic reading is one method of shared reading in which adults encourage children to actively participate in the reading process by asking them a variety of questions while reading a book. The current study used a multiple baseline design across participants to examine the effect of a dialogic reading intervention on book reading participation for three preschool boys with ASD. Compared to baseline book readings, dialogic book reading resulted in increased rates of child verbal participation and longer duration spent engaged with printed materials. Based on these preliminary findings we suggest that this reading strategy may be a promising practice for early childhood educators that warrants further exploration
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Even though social and emotional well-being has been proposed as a main goal of education, its association with academic achievement is usually overlooked, particularly considering that educational institutions are requested to show academic outcomes, and thus their focus is on cognitive development and academic training. This study adopts a multilevel perspective to test this association among Chilean elementary students, considering features at individual (socio-emotional well-being, self esteem, and social integration) and social levels (classroom social climate and social network characteristics). Results show that socio-emotional variables, and particularly teachers' ratings of their students' self esteem, are associated with academic achievement. Interaction effects of individual and contextual variables are presented, and implications for research and interventions are discussed.
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Research Findings: This study examined processes of change associated with the positive preschool and kindergarten outcomes of children who received the Head Start REDI (REsearch-based, Developmentally Informed) intervention compared to usual practice Head Start. Using data from a large-scale randomized controlled trial (N = 356 children, 42% African American or Latino, all from low-income families), this study tests the logic model that improving preschool social-emotional skills (e.g., emotion understanding, social problem solving, and positive social behavior) as well as language/emergent literacy skills will promote cross-domain academic and behavioral adjustment after children transition into kindergarten. Validating this logic model, the present study finds that intervention effects on 3 important kindergarten outcomes (e.g., reading achievement, learning engagement, and positive social behavior) were mediated by preschool gains in the proximal social-emotional and language/emergent literacy skills targeted by the REDI intervention. It is important to note that preschool gains in social-emotional skills made unique contributions to kindergarten outcomes in reading achievement and learning engagement, even after we accounted for concurrent preschool gains in vocabulary and emergent literacy skills. Practice or Policy: These findings highlight the importance of fostering at-risk children's social-emotional skills during preschool as a means of promoting school readiness.
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G. J. Whitehurst et al (see record 1989-02401-001) taught mothers specific interactive techniques to use when reading picture books with their preschool-age children. This intervention program, called dialogic reading, produced substantial effects on preschool children's language development. However, the costs of one-on-one training limit the widespread use of dialogic reading techniques. In this study the authors aimed to replicate and extend the results of the original study of dialogic reading by developing and evaluating an inexpensive videotape training package for teaching dialogic reading techniques. Mothers were randomly assigned to receive no training, traditional direct training, or videotape training. Results supported the conclusions of Whitehurst et al: Dialogic reading had powerful effects on children's language skills and indicated that videotape training provided a cost-effective, standardized means of implementing the program. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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We experimentally assessed a 1-month, home-based intervention, designed to optimize parental reading of picture books to young children. Parents in the experimental group received instructions to increase their rates of open-ended questions, function/attribute questions, and expansions; to respond appropriately to children's attempts to answer these questions; and to decrease their frequency of straight reading and questions that could be answered by pointing. Control-group parents were instructed to read in their customary fashion. All families audiotaped their reading sessions at home. Analysis of these tapes demonstrated that the experimental group scored significantly higher than children in the control group on standardized posttests of expressive language ability. On the basis of analysis of audiotapes, children in the experimental group also had a higher mean length of utterance (MLU), a higher frequency of phrases, and a lower frequency of single words. Follow-up 9 months after the completion of treatment disclosed continued, although statistically diminished, differences between the two groups. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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The effects of an interactive book reading program were assessed with children from low-income families who attended subsidized day-care centers in New York. The children entered the program with language development in standard English vocabulary and expression that was about 10 mo behind chronological age on standardized tests. Children were pretested and assigned randomly within classrooms to 1 of 3 conditions: (1) a school plus home condition in which the children were read to by their teachers and their parents, (2) a school condition in which children were read to only by teachers, and (3) a control condition in which children engaged in play activities under the supervision of their teachers. Training of adult readers was based on a self-instructional video. The intervention lasted for 6 wks, at which point children were posttested on several standardized measures of language ability that had been used as pretests. These assessments were repeated at a 6 mo follow-up. Educationally and statistically significant effects of the reading intervention were obtained at posttest and follow-up on measures of expressive vocabulary. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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Despite living in disadvantaged urban communities experiencing social and economic hardships, many children emerge with positive outcomes. Social-emotional competence and social support were hypothesized to have strong influences on academic trajectories during the critical period of academic skill acquisition. Participants were 282 third-grade students from six elementary schools in a Northwestern urban community. Beyond the importance of prior levels of academic competence, considerable variance in end-of-year academic outcomes was predicted by initial levels of academic social-emotional competence and improvements in social-emotional competence and perceived teacher support over the course of the year. Noteworthy is that findings were strongest for African-American students, but methodological caveats regarding research with underachieving minority youth were discussed. The findings suggest that school psychologists and others designing interventions to improve achievement of disadvantaged students should address social-emotional competencies and classroom climate, especially teacher support of students. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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Previous research demonstrates linguistic advances in middle-class 2-yr-olds in the US resulting from training parents to read with their children following a particular style. This style, called dialogic reading, encourages children to talk about picture books and gives them models and feedback for progressively more sophisticated language use. This research extends these procedures to a day-care setting using 20 Mexican 2-yr-olds from low-income backgrounds. Children in the intervention group were read to individually by a teacher using dialogic reading techniques. The control group children were given individual arts and crafts instruction by the same teacher. Effects of the intervention were assessed through standardized language tests and by comparing the children's spontaneous language while they shared a picture book with an adult who was unaware of their group assignment. Differences favoring the intervention group were found on all standardized language posttests and on some measures of language production. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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The overall issue of assessment during early childhood, and its relation to school readiness and other decisions, is currently widely debated. Expanding early childhood education and child care enrollments, better scientific knowledge about early childhood development, and decisions about public spending, necessitate careful consideration of which assessment tools to use, as well as why and when to use them. More specifically, the disconnection between the importance of social and emotional domains of development, and their status within educational programming and assessment, has long been lamented. The last several years have, however, witnessed a blossoming of attention to these areas during early childhood, as crucial for both concurrent and later well-being and mental health, as well as learning and academic success. Teachers view children’s “readiness to learn” and “teachability” as marked by positive emotional expressiveness, enthusiasm, and ability to regulate emotions and behaviors. Based on these assertions, I suggest a battery of preschool social–emotional outcome measures, tapping several constructs central to emotional and social competence theory, specifically emotional expression, emotion regulation, emotion knowledge, social problem solving, and positive and negative social behavior.
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This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.
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Using a risk and resilience approach, this study examined the impact of participation in Boys & Girls Clubs on reducing vulnerability and problem behaviors among 297 youths aged 9 to 16Â years of age. Structural Equation Modeling (SEM) was used to examine the relationships among the observed indicators of Club participation and poor self-concept and the latent constructs of vulnerability and problem behaviors. Results indicate that participation in Boys & Girls Clubs had a small, but significant relationship with a decrease in poor self-concept. Poor self-concept was in turn directly related to increased vulnerability; and increased vulnerability was related to increased problem behaviors. These findings point to the importance of Boys & Girls Clubs and other youth development organizations in promoting positive self-concepts to help decrease vulnerability and problem behaviors among program participants.
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This study is a longitudinal exploration of relations between parents' and children's provision of narrative structure in joint retellings of the past and children's developing personal narrative skills. Fifteen White, middle-class families participated when children were 40 and 70 months old. At both ages, mothers and fathers talked separately with children about shared past events and uniformed experimenters elicited children's personal narratives. Whereas mothers and fathers did not differ in how they structured past narratives, children narrated differently with fathers than with mothers. Further, even at 40 months, girls' narratives were more contexted and evaluative than boys, but parents' provision of narrative structure increased similarly with daughters and sons over time. Children's early abilities to provide evaluative narratives was a strong predictor of their later abilities to provide evaluative narratives; maternal emphasis on evaluations also predicted children's later narrative structure. Parental and child influences on personal narrative skill development are discussed.
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Social-emotional learning (SEL) and literacy skills are key components of child development. School counselors are charged with supporting children’s holistic development to prepare them for adulthood by implementing counseling curricula that focus on both academic and social-emotional growth. School counselors can promote academic and literacy learning by engaging children in counseling techniques that employ shared reading. Through reading and discussing socially and culturally meaningful texts, children make personal connections with characters in stories, thereby strengthening a love for reading. Creating personal connections to stories also helps develop children’s SEL. This article describes using dialogic reading as a culturally relevant counseling practice to promote SEL and support literacy development for kindergarten through third grade children. Dialogic reading is a shared reading strategy that positions children as active participants in adult-guided book reading and builds literacy and social-emotional skills. The dialogic reading curriculum described in this article is designed for school counselors given their unique skill set in promoting children’s SEL and academic development. There are limited interventions available for school counselors that combine SEL and literacy skill development through culturally responsive practices. Implications of infusing culturally relevant dialogic reading in counseling to promote SEL and literacy learning are described.
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This article investigates the effectiveness of a statewide 6-month early childhood mental health consultation (ECMHC) model on teachers’ emotional support of children and classroom organization. We provide a brief historical and theoretical background of the field of ECMHC, present the logic model for our ECMHC intervention, and discuss the existing research that supports this logic model. Research Findings: Participants included 445 teachers from 158 child care centers statewide. The mental health consultation improved the quality of early childhood teachers’ interactions (e.g., emotional support and classroom organization) with children in their care. Teachers with more experience and more than a high school degree tended to score higher on many of the Classroom Assessment Scoring System (R. C. Pianta, K. M. La Paro, & B. K. Hamre, 200834. Pianta , R. C. , La Paro , K. M. , & Hamre , B. K. ( 2008 ). Classroom Assessment Scoring System (CLASS) manual, Pre-K . Baltimore , MD : Brookes . View all references) dimensions. Practice or Policy: This study demonstrates that mental health consultants can partner successfully with early childhood educators and provide support that enhances classroom variables associated with high-quality care and positive child outcomes. Even with a high rate of teacher turnover (35%), significant differences were found; this demonstrates the robustness of the ECMHC model in that the effectiveness of this model was not undermined by the chronic problem of staff turnover.
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The effects of an interactive shared-reading intervention were evaluated with 3-to 4-year-old children from low-income families who attended subsidized child care. The children entered the program with oral language skills that were significantly below age-level as measured by standardized tests. Children were pretested and randomly assigned to 1 of 4 conditions: (a) no treatment control, (b) a school condition in which children were read to by their teachers in small groups, (c) a home condition in which children were read to by their parents, and (d) a combined school plus home condition. Parents and teachers were trained in a specific form of interactive reading via an instructional videotape. The intervention was conducted for 6 weeks, after which children were posttested on standardized measures of oral language, and language samples were obtained during a shared-reading assessment. Significant effects of the reading intervention were obtained at posttest and were largest for children in conditions involving home reading.
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Starting on positive trajectories at school entry is important for children’s later academic success. Using partial least squares,we sought to specify interrelations among all theory-based components of social–emotional learning (SEL), and their ability to predict later classroom adjustment and academic readiness in a modelling context. Consequently, self-regulation, emotion knowledge, social problem solving, and social–emotional behaviour were assessed via direct assessment and observation for 101 preschoolers; teachers provided information on classroom adjustment through kindergarten and academic readiness in kindergarten. Our final outer (measurement) model showed robust latent variables for SEL components. Regarding the inner (structural) model, latent variables showed expected predictive relations among SEL components, and with later classroom adjustment and academic readiness: preschoolers’ executive control predicted aspects of their social cognition (i.e., emotion knowledge and social problem solving) and emotionally negative/aggressive behaviour, and emotion knowledge predicted their emotionally regulated/prosocial behaviour. Further, most SEL components directly and/or indirectly predicted teachers’ evaluations of later classroom adjustment and kindergarten academic readiness. Our findings extend our understanding of SEL during preschool, suggesting that early assessment andmonitoring is possible using these instruments, and potentially aiding the development of programmes to maximize children’s SEL in the service of early school success.
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A paired reading program was implemented for 195 Hong Kong preschoolers (mean age = 4.7 years) and their parents from families with a wide range of family income. The preschoolers were randomly assigned to experimental or waitlist control groups. The parents in the experimental group received 12 sessions of school-based training on paired reading in 7 weeks. They were required to do paired reading with their children for at least four times in each of these 7 weeks. At the end of the program, the preschoolers in the experimental group had better performance in word recognition and reading fluency than their counterparts in the control group. They were also reported as more competent and motivated in reading by their parents. More importantly, the program had many favorable effects on parents. Parents in the experimental group had higher self-efficacy in helping their children to be better readers and learners. They also reported that they had better relationships with their children. Their changes in relationships and self-efficacy were found to mediate the program impact on some of the child outcomes. However, family income did not moderate the effectiveness of the program. Families with high and low income both benefited from the program alike.
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Children and their teachers are more likely to achieve success when genuine caring is connected to literacy learning. This connection is important because it increases the chances of success across the curriculum and through the grades. Among the ways of demonstrating a caring attitude is to provide children with opportunities to make choices, to nurture their emotional and intellectual transactions with text, to help them use bibliotherapeutic literature to cope with personal problems, and to encourage the use of picture books for older children. When caring teachers and administrators support these and other approaches, they enjoy the realization that children they helped during the school year have demonstrated substantial growth and development, emotionally and academically.
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Students who are socially competent are more likely to experience school success than those who are not. Students with social deficits experience frequent failures with both peers and adults and often require explicit social skills instruction. Because social skills instruction programs taught in isolation rarely result in successful skill generalization, many researchers have supported incorporating social instruction into the academic curriculum. This study evaluated the effects of providing social skills instruction during small-group guided reading instruction to three students identified as experiencing social skills deficits. Results showed positive changes in trend and level across all three students from baseline to intervention. Limitations, suggestions for teachers, and recommendations for future research are discussed.
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This study tested if parents taught to use an interactive (“dialogic”) reading style to promote early vocabulary skills continued to read this way as their children grew older. Approximately half the 78 participants received instruction in dialogic reading when their child was age 2 or 3years, the other half had no prior instruction. Parent–child reading evaluated more than 2years after instruction showed significant group differences in parents' use of dialogic reading techniques. Analysis controlling for maternal education, child's age, and frequency of family reading found parents with prior instruction used on average 90% more dialogic reading behaviors than parents without instruction. Use of dialogic reading behaviors was associated with more active participation of the child in the reading session. Evidence of the ability to change parents' reading style through brief instruction is strong. Similar efforts could help parents play a further role in children's emergent literacy development.
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Although teachers face increasing pressure to focus on academics in kindergarten, research indicates that promoting school success in young children involves integrating skills in multiple domains. For example, by using dialogic reading—a well-researched shared-reading technique—and books with strong social-emotional content, teachers can emphasize the overlapping areas between emergent literacy and social-emotional learning to create a more powerful learning experience in both domains.Dialogic reading includes strategic questioning and responding to children while reading a book. It involves multiple readings and conversations about books with children in small groups. Studied for a decade in diverse settings of 2- to 6-year-olds, dialogic reading has been shown to have a positive effect on oral language development, a cornerstone of emergent literacy. In the small-group setting of dialogic reading, children also benefit from the social experience of listening to others, taking turns, and getting to know their peers. Using dialogic reading with books with social-emotional content, teachers can follow the readings with related activities where social-emotional skills are modeled, coached, and cued. Numerous suggestions for how to begin using dialogic reading, incorporate social-emotional learning, and involve families are discussed.
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The promotion of academic success has been linked to children's social and emotional wellness, reduction in risky behaviors, and promotion of social and emotional competence. This chapter briefly summarizes the evidence regarding the link between academic performance and health risk behaviors, including substance abuse, delinquency, teen sexual activity, and violence. The evidence suggests that the promotion of academic success in children vulnerable to health risk behaviors may reduce the likelihood of these behaviors. Next, evidence is summarized regarding the mechanisms found in descriptive studies to characterize schools that are effective in promoting children's academic performance. A theory of behavior, the social development model, is outlined to organize this evidence on effective schools. The theory provides an example of a framework that can be used to select and implement school and classroom practices to promote the development of academic, social, and emotional competence in children. Finally, examples of practices that have been shown in intervention studies to be effective in promoting academic, social, and emotional competency are presented in the context of the theory. Contains 64 references. (SD)
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The purpose of the study was to examine the efficacy of a 4-week dialogic reading intervention with rural Bangladeshi preschoolers with the intention of increasing their expressive vocabulary. Eighty preschoolers randomly selected from five preschools participated in the 4-week program. Their expressive vocabulary, measured in terms of definitions, was tested on 170 challenging words before and after the program and compared with that of control children who participated in the regular language program. Both groups were read in Bangla eight children's storybooks with illustrations, but the dialogic reading teacher was given a set of “wh” and definitional questions to enhance children's verbal participation. The mean vocabulary scores of dialogic program children increased from 26% to 54% whereas the control children remained at the same level. Results are discussed in terms of the successful application of dialogic reading to low-resource preschools.
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A content analysis of 46 early learning standards documents developed by state-level organizations and available for review in January 2005 was conducted to determine the specific areas of development addressed within the standards documents. The authors contend that this type of analysis is important because early learning standards that define expectations for children's learning and development prior to kindergarten entry are, in essence, a reflection of how states are conceptualizing children's readiness for school. Results suggest that early learning standards have emphasized the language and cognitive domains, and that specific areas within domains of learning and development, such as physical fitness, relationships and reading comprehension have been addressed relatively less often. Standards developed under the leadership of the state departments of education emphasized social–emotional and approaches toward learning domains less than standards developed under the leadership of other agencies. The authors suggest that the content of the early learning standards reflects a number of different factors, such as the views of persons involved in developing the standards, and in some cases may not be consistent with the research literature on children's early learning and development. Implications for the standards development process and for future research are discussed.
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In order to promote student success, both in school and beyond, teachers must not only address academic skill development, but also help their students become self-determined individuals. Given that special education teachers are already overwhelmed with a broad range of roles and responsibilities, there is a need to find the most efficient ways of delivering instruction in these critical skill areas. Using children's literature to teach a broad range of skills to students with disabilities is one way to address this issue. This article provides teachers with several strategies they can use to promote both self-determination and literacy skills through the use of children's and adolescent literature. The article includes examples of activities, a list of recommended children's books, and suggestions for classroom accommodations.
Article
The present study investigated the effects of a special interactive dialogic reading method developed by Whitehurst et al. (1988) on deaf and hard-of-hearing children in Hong Kong. Twenty-eight deaf and hard-of-hearing children in kindergarten, first, or second grade were pretested on a receptive vocabulary test and assigned to one of three conditions, dialogic reading, typical reading, and control, with age and degree of hearing loss matched. After an 8-week intervention, the children were re-tested. The dialogic reading group had a significantly greater improvement in vocabulary scores than did the other two groups. Parent-child interactions of high quality and the use of pictorial materials are likely the key successful factors in the program. The educational value of this intervention is discussed.
Exploring the relationships among participation in youth development programs, risk and protective factors, and problem behaviors
  • D Anderson-Butcher
Anderson-Butcher D (2000) Exploring the relationships among participation in youth development programs, risk and protective factors, and problem behaviors. Unpublished Doctoral Dissertation, University of Utah, Salt Lake City, UT.
Building Academic Success on Social and Emotional Learning: What Does the Research Say
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Exploring environmental empathy in action with children's books
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WWC Intervention Report: Dialogic Reading
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American after 3pm: after school programs in demand. National report, After school Alliance
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Yamashiro N and Rinehart J (2014) American after 3pm: after school programs in demand. National report, After school Alliance. Available at: http://www.afterschoolalliance.org/documents/AA3PM-2014/AA3PM _National_Report.pdf