The Effects of Dialogic Reading on Spoken Language at School Entry

There is growing concern over recent deterioration in children's language levels upon school entry, resulting in calls for initiatives to support early communication skills. A recent report by Save the Children found that 35% of English children living in poverty are at risk of not meeting expected levels of language development by age 5 (Finnegan & Warren, 2015). As poor spoken language is a precursor of poor literacy (Snow et al, 2013), early language interventions may offer a protective measure against long-term literacy difficulties and academic failure (Roulstone et al, 2011; Catts et al, 2002). This project will explore whether shared reading might prove an effective language intervention among pre-schoolers; supporting practice and policy efforts to increase language levels on school entry. Previous research has demonstrated a range of benefits to accrue from shared reading between parents and young children, including advances in language and cognitive development (e.g. Horst & Houston-Price, 2015; Walker et al, 1994; Hart & Risley, 1995). The nature of the shared reading experience, however, especially in terms of parents' behaviours, determines its effectiveness. Dialogic Reading (DR), in which the adult uses questions, conversation, positive feedback and motivational strategies when sharing a book with a child, has been shown to promote language development, with particularly strong effects among children younger than 3 years (Mol et al, 2008; & LeFevre, 2001; Whitehurst et al, 1994). Although parents clearly need support in fostering children's language development during this critical period (Huebner & Meltzoff, 2005), surprisingly few studies have explored the benefits of DR in children under 3 (e.g. Valdez-Menchaca & Whitehurst, 1992). This project will fill this gap.