Using Dialogic Reading as Professional Development to Improve Students’ English and Spanish Vocabulary

Abstract

Professional development was conducted to assess the effects of dialogic reading (DR) on child outcomes related to vocabulary development in English and Spanish. Six teachers and 72 children enrolled in a state-funded public universal prekindergarten program, partnering with higher education, participated in the study. The content of the professional development consisted of research-based DR strategies and vocabulary for English-only, bilingual, and Spanish-dominant speakers. The format included in-service training workshops, consultations, and reflections within community of practice meetings. The results showed that the intervention led to an increase in vocabulary over time within and across language groups. Regardless of teacher experience and educational training, vocabulary for all prekindergarten children improved. Suggestions are offered for replicating DR techniques in early care and development settings. Findings add to the importance of providing instruction in vocabulary for low socioeconomic status prekindergarten programs as well as the role higher education can serve in partnering with public schools.

Keywords:

• research and community partnerships
• preschool curriculum
• bilingualism
• literacy