Module 6: Dialogic Reading Practices

Learning Objectives

    • Describe effective dialogic reading practices for use with young children in early care and education settings.
    • Use a decision-making process to help integrate various sources of evidence and determine whether dialogic reading will be beneficial for enhancing the language and literacy skills of young children in a particular context.

 

 

Instructor Dashboard

Select a step from the 5-Step Learning Cycle to view the description.

5-STEP LEARNING CYCLE™

In Step 1, learners watch a video portraying the real world dilemma of a teacher who wants to maximize the benefits of storybook reading for the children in her class. Learners are asked to describe the dilemma in an activity following the video.Learners watch a video portraying the real world dilemma of a teacher who wants to maximize the benefits of storybook reading for the children in her class. Learners are asked to describe the dilemma in an activity following the video.

5-STEP LEARNING CYCLE™In Step 2, learners use a tool called PICO to turn the dilemma in Step 1 into an answerable question. The activity helps learners create a focused question that is answerable through research.

5-STEP LEARNING CYCLE™In Step 3, learners are presented with relevant sources of general evidence to consider in answering the question they posed in Step 2. Dialogic Reading is a specific type of interactive reading that relies on a set of strategies called PEER (Prompt- Evaluate-Expand-Repeat) designed to create a conversation with children and help them take an active role in storytelling. Handouts of evidence are provided on research and a position statement related to dialogic reading. Learners listen to audio clips of a family and practitioners sharing experience-based knowledge on reading practices. Activities for learners to check their knowledge are provided throughout this Step.

5-STEP LEARNING CYCLE™In Step 4, learners listen to an audio perspective of those involved in the dilemma to gain a better understanding of the context. In an activity, they integrate the general evidence from Step 3 with perspectives and contexts unique to the dilemma in Step 1 to make an informed decision. Finally, learners are introduced to planning and implementation. Learners are asked to complete a dialogic reading plan to describe the process for implementing dialogic reading with a group of young children.

5-STEP LEARNING CYCLE™

In Step 5, learners consider ways to evaluate the decision to use the practice.  Learners determine:

  • if the intervention was implemented, and
  • if the intervention was effective.

Handouts are provided showing sample assessment methods.

Dilemma

5-STEP LEARNING CYCLE™

In Step 1, learners watch a video portraying the real world dilemma of a teacher who wants to maximize the benefits of storybook reading for the children in her class. Learners are asked to describe the dilemma in an activity following the video.Learners watch a video portraying the real world dilemma of a teacher who wants to maximize the benefits of storybook reading for the children in her class. Learners are asked to describe the dilemma in an activity following the video.

Question
5-STEP LEARNING CYCLE™In Step 2, learners use a tool called PICO to turn the dilemma in Step 1 into an answerable question. The activity helps learners create a focused question that is answerable through research.
Evidence

5-STEP LEARNING CYCLE™In Step 3, learners are presented with relevant sources of general evidence to consider in answering the question they posed in Step 2. Dialogic Reading is a specific type of interactive reading that relies on a set of strategies called PEER (Prompt- Evaluate-Expand-Repeat) designed to create a conversation with children and help them take an active role in storytelling. Handouts of evidence are provided on research and a position statement related to dialogic reading. Learners listen to audio clips of a family and practitioners sharing experience-based knowledge on reading practices. Activities for learners to check their knowledge are provided throughout this Step.

Decision

5-STEP LEARNING CYCLE™In Step 4, learners listen to an audio perspective of those involved in the dilemma to gain a better understanding of the context. In an activity, they integrate the general evidence from Step 3 with perspectives and contexts unique to the dilemma in Step 1 to make an informed decision. Finally, learners are introduced to planning and implementation. Learners are asked to complete a dialogic reading plan to describe the process for implementing dialogic reading with a group of young children.

Evaluation

5-STEP LEARNING CYCLE™

In Step 5, learners consider ways to evaluate the decision to use the practice.  Learners determine:

  • if the intervention was implemented, and
  • if the intervention was effective.

Handouts are provided showing sample assessment methods.