Özet:

Dialogic reading is a shared reading activity designed to increase verbal interactions between parents and their preschool-aged children. The current study compares the results of in-person dialogic reading training to video-based training. The purpose of the study is to measure and compare the effect each program type has on the expressive language and vocabulary development of preschool-aged “children of promise” identified as “at-risk” by the public school system. Children’s expressive language was measured prior to and after receiving training using the Individual Growth Developmental Indicators (IGDI) picture naming assessment. Children whose parents participated in the video-based intervention (p < .01) and children whose parents participated in the in-person training (p < .05) made significant gains in expressive language scores from pre-test to post-test. There was not a significant difference between groups at the post-test, showing both programs were effective in increasing verbal interactions between parents and their preschool-aged children.

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