Implementing Dialogic Reading with Culturally, Linguistically Diverse Preschool Children

Abstract

The purpose of this research-to-practice article is to describe dialogic reading (DR) as a professional development intervention that took place in a state-funded public universal prekindergarten program, partnering with a university. Our goals were to use a research-based literacy program to measure child outcomes related to vocabulary development in English and Spanish. Through our professional development, faculty at our university provided in-service workshops, consultations, and reflections within community of practice meetings. Children varied in their home language experiences and we used a few data sources to provide insights about children's home language abilities. We categorized children's language exposure as English only, bilingual, and Spanish dominant. Teachers’ fidelity of implementation of weekly DR lessons learned during in-service training was monitored by university faculty. Practical implications of the findings to replicate this research with diverse populations are provided for early childhood teachers.

Keywords:

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