Activity 6.1a: Describe the dilemma
Think about reading aloud to a group of young children. What is the teacher concerned about?
Activity 6.2a: Turn the dilemma into an answerable question
When reading to young children in early care and education settings (P), is the use of dialogic reading (I), effective in developing early language and literacy skills (O)?
Activity 6.3a: Apply the research to practice
(1) Looking at the first page of the research summary, what does it say about the effectiveness of dialogic reading? (2) Think about the specific reading practice the research summary discusses and what does it say about the age of the children and their backgrounds? (3) Think about what Dr. Lonigan says about children who are exposed to dialogic reading compared to those who are not exposed to dialogic reading practices.
Activity 6.4a: Learning how to select a book
Using the codes provided below the chart on Handout 6.3, what codes apply to the book you have selected? Looking at the codes that you checked off in the chart, would you say your book would be good to read with young children?
Activity 6.5a: Preparing a book for dialogic reading
Read over Handout 6.3 and create prompts for your book.
Activity 6.6a: Evaluate dialogic reading practices
Read over Handout 6.5 to review the types of CROWD prompts and to better understand the PEER sequence. In video 6.10, what questions did Katy ask the children, and what types of prompts were they?
Activity 6.7a: Consider the policy on reading practices
Think about which of the 7 policy recommendations are important and related to the dialogic reading practices that you have learned.
Activity 6.8a: Consider experience-based knowledge
- Think about what Pam says about why it is great to have the opportunity for student teachers to come in to the classroom.
- Think about why Samtra says about what is discovered and wasn’t aware of as a parent.
- Think about what the three things Cristina says you have to think about when you are planning your read aloud.
Activity 6.9a: Consider the unique contexts
- Describe Tenisha’s school and the children in her classroom. Your response should also mention what Tenisha wants to learn and do to help her students.
- What are some questions and concerns that Tenisha had about strategies she had learned to do during read alouds?
- Have you had experience reading aloud to young children? Describe your views on this situation.
Activity 6.10a: Use evidence-based practice decision-making
- Research – see ‘effectiveness’ on the first page in Handout 6.1: Research Summary on Dialogic Reading
- Policies – see Activity 6.7a: Consider the policy recommendations on reading practices
- Experience-Based Knowledge – see Step 3. D, and your responses to questions on Activity 6.8a: Consider experience-based knowledge
- Consider the unique context
- See your responses to questions in Activity 6.9a: Consider the unique context
- Integrate the evidence and context
- Using the information above, make a decision about whether Tenisha should use dialogic reading practices with her children.
Activity 6.11a: Create an implementation plan to use dialogic reading practices
Refer to the content in Step 3 of the module for the book selection and preparation processes, and refer to Handout 6.5 for the process of conducting dialogic reading.
Activity 6.12a: Dialogic reading performance feedback
Review which practices you used, including the CROWD prompts, the PEER sequence and check off those practices observation form.