PPT Slides presented at the 5th Annual Seminar & Workshop on ELT UPT Balai Bahasa Univ. Mulawarman 2015

1. Dialogic Reading: Concepts and
Possible Implementation
in the Indonesian EYL Contexts
Dr. Maria Teodora Ping
Mulawarman University
Samarinda- Indonesia

2. Structure of the Presentation
- Introduction: Basic Concepts
- Implementation of Dialogic Book Reading
- Points to Consider
- Conclusions & Recommendations
Maria T. Ping, 2015Dialogic Reading

3. BASIC CONCEPTS

4. Book Reading Practices for Children
• Shared Book Reading
• Interactive Reading
• Dialogic Reading

5. • Shared Reading
The reading session in which there is an adult reading
a book to one child or a small group of children with-
out requiring extensive interactions from them
(Trivette and Dunst, 2007)

6. • Interactive Reading
A type of book reading in which an adult reads a
book to a child or a small group of children and uses a
variety of techniques such as questioning or labelling to
engage the children in the text
(Trivette and Dunst, 2007)

7. • Dialogic Reading
A particular form of shared book reading in which the
child becomes the storyteller while the adult becomes
an active listener and questioner
In this reading activity, adult and child have a conversa
tion about a book
(Whitehurst, 1992; Zevenbergen & Whitehurst, 2003)

8. QUESTION
Which of the book reading practices is more
effective?

9. “Children learn most from books when they are actively
involved”
(Whitehurst, 1992)
“Reading interventions that more actively involve children
are likely to give more positive benefits”
(Trivette & Dunst, 2007)

10. “Dialogic reading increased children’s vocabulary gain
and expressive language skills”
(Zevenbergen & Whitehurst, 2003)
“Dialogic reading activity provides potential opportuni
ties for learning vocabulary and sentence structure”
(Ping, 2011)

11. How to do it?

12. “PEER” Strategies
- Prompting: prompt the child to label objects in the
book and talk about the story
- Evaluating: evaluate the child’s responses
- Expanding: expand the child’s utterances by
repeating what the child has said and adding
information to it
- Repeating: encourage the child to repeat the
expanded utterances

13. • “CROWD”
- Completion prompt: fill-in-the-blank questions
- Recall prompt: remember aspects of the book
- Open- Ended prompt: respond to the book in own
words
- Wh- prompt: what, where, why questions
- Distancing prompt: relate the content of the book to
aspects of life outside of the book

14. See further: http://community.fpg.unc.edu/connect-modules/learn
ers/module-6/step-3/b-definition/conducting

15. QUESTION
Is it possible to be implemented
in an EFL context?

17. • Procedures:
a. Training of the Teacher
b. Dialogic Reading Sessions
c. The book reading sessions were observed to see the
potential learning contexts

18. HOWEVER…

19. • Selection of Books/ Reading Materials
- Difficulty level
- Suitability with the children’s level
of development
- Familiarity of the topic

20. • Language Use
Bilingual, code-switch!
• Frequency
Read it over and over and over again!

21. • A good, fun practice that might work
for teaching English to YL in Indonesian
context
• Preparation and a lot of practices

22. References
• Blewitt, P., Rump, K.M., Shealy, S.E. and Cook, S.A. (2009). Shared Book Reading: When
and How Questions Affect Young Children. Journal of Educational Psychology, 101(2),
pp. 11
• Bus, A. G., Ijzendoorn, M. H. van, & Pellegrini, A. D. (1995). Joint Book Reading Makes f
or Success in Learning to Read: A Meta-Analysis on Intergenerational Transmission of
Literacy. Review of Educational Research, 65 (1), 1-21.
• CONNECT. (2011). Dialogic Reading Observation Form. Chapel Hill: University of North
• Carolina, FPG Child Development Institute, CONNECT: Center to Mobilize Early Childho
od Knowledge.
• Cutspec, P. A. (2006). Effects of Dialogic Reading on the Language Development of 4-
and 5-Year-Old Children.Bridges, 4 (3), 1-15.
• De Temple, J. M., & Snow, C. E. (2003). Learning Words from Books. In A. Van Kleeck, S
. A. Stahl, & E. B. Bauer (Eds.), On Reading to Children: Parents and Teachers (pp. 16-3
3). New York: Routledge.
• Hargrave, A. C., & Senechal, M. (2000). A book reading intervention with preschool chi
ldren who have limited vocabularies: the benefits of regular reading and dialogic readi
ng. Early Childhood Research Quarterly, 15 (1), 75-90.

23. References
• Klesius, J. P., & Griffith, P. L. (1996). Interactive storybook reading for at-risk learners.
The Reading Teacher, 49 (7), 552-560.
• Lonigan, C., & Whitehurst, G. J. (1998). Relative efficacy of parent and teacher involv
ement in a shared-reading intervention for preschool children from low-income bac
kgrounds. Early Childhood Research Quarterly, 13 (2), 263-290.
• Ping, Maria Teodora. (2014). Group interactions in dialogic book reading activities as
a language learning context in preschool. Journal of Learning, Culture and Social Int
eraction, Volume 3, Issue 2, June 2014, Pages 146–158
• Trivette, C. M., & Dunst, C. J. (2007). Relative Effectiveness of Dialogic, Interactive, an
d Shared Reading Interventions. Learning, 1 (2), 1-12.
• Valdez- Menchaca, M.C. & Whitehurst, G.J. (1992).Accelerating Language Developme
nt through Picture-Book Reading: A Systematic Extension to Mexican Day Care. Dev
elopmental Psychology, 28, 1106- 1114.
• Whitehurst, G. J. (1992). Dialogic Reading: An Effective Way to Read to Preschoolers.
Retrieved from http://www.readingrockets.org/article/400. (16 July 2009)
• Zevenbergen, A. A., & Whitehurst, G. J. (2003). Dialogic Reading: A Shared Picture B
ook Reading Intervention for Preschoolers. In van Kleek, A., Stahl, S. A., Bauer, A. B. (
Eds.), On Reading to Children: Parents and Teachers (pp. 177-200). Mahwah, NJ: Law
rence Erlbaum Associates, Inc.