A paper presentation at ASIA TEFL International Conference 2015

1. Let’s Talk about the Book! – TEACHER AND CHILDREN’S
RESPONSES TOWARDS THE IMPLEMENTATION OF
DIALOGIC READING IN EYL CLASSROOM
ASIA TEFL INTERNATIONAL CONFERENCE, NANJING , CHINA November
November 2015

2. Presented by:
• Maria Teodora Ping
• Syamdianita
Mulawarman University Language Centre
Samarinda, East Borneo
INDONESIA

3. What we are going to present today:
• Basic Concepts of Dialogic Book Reading
• Implementation of Dialogic Book Reading in Indonesian
EYL Context: Teacher’s & Children’s Perspectives
• Conclusion & Recommendation

4. What Is Dialogic Book 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
conversation about a book
(Whitehurst, 1992; Zevenbergen & Whitehurst, 2003)

5. Why Is It a Recommended Practice?
“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)

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

7. How to Do Dialogic Book Reading?
“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

8. “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

9. Implementation in the EYL Class

10. What did the teacher think about Dialogic Book
Reading?

11. What did the children think about Dialogic Book
Reading?

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

13. 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 for 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 Childhood 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. 16-33). New York: Routledge.
• Hargrave, A. C., & Senechal, M. (2000). A book reading intervention with preschool children who have
limited vocabularies: the benefits of regular reading and dialogic reading. Early Childhood Research
Quarterly, 15 (1), 75-90.

14. 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 involvement in a shared-
reading intervention for preschool children from low-income backgrounds. 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 Interaction, Volume 3, Issue 2, June 2014,
Pages 146–158
• Trivette, C. M., & Dunst, C. J. (2007). Relative Effectiveness of Dialogic, Interactive, and Shared Reading
Interventions. Learning, 1 (2), 1-12.
• Valdez- Menchaca, M.C. & Whitehurst, G.J. (1992).Accelerating Language Development through Picture-
Book Reading: A Systematic Extension to Mexican Day Care. Developmental 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 Book 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: Lawrence Erlbaum Associates, Inc.