[R-0003] S2. Instructional Strategies

Citation: Flynn, K. S. (2011). Developing children’s oral language skills through dialogic reading: Guidelines for implementation. Teaching Exceptional Children, 44, 8-16. Retrieved from [site] [or enter “Developing children’s oral language skills through dialogic reading: Guidelines for implementation “ in your search window].

Abstract: Early childhood and special educators are under growing demands to develop children’s language and literacy skills through evidence-based practices. One promising research-based strategy for vocabulary and language development is dialogic reading (DR), which is an interactive picture book reading technique developed in the late 1980’s by Whitehurst and colleagues (Whitehurst, Falco, Lonigan, Fischel, DeBaryshe, Valdez-Menchaca, & Caulfield, 1988). This article describes dialogic reading and the rationale for using this shared-reading intervention. It is an excellent resource for early childhood educators and the authors provide explicit directions and examples of books that can be used during the process. The three levels of DR are specifically described to help teachers scaffold children’s oral language development. Recommendations are provided for: 1) building extension and enrichment activities; 2) selecting books and vocabulary; and, 3) using and managing small groups of children during the lessons. Finally, accommodations and modifications for children with a variety of disabilities are detailed.

Integration: The information presented in this article fits well with content presented in the early childhood courses Curriculum Planning, and Language and Literacy Experiences.

Content Focus: Dialogic Reading; Inclusion; Instruction and Teaching; Oral and Language Skills; Practicum; Teaming and Collaboration; Language and Literacy Experiences

Notes: After students have read this article, have them bring storybooks to class that they believe will prompt active participation in children. Have them practice the dialogic reading intervention in pairs.