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Cross-age peer tutoring in dialogic reading: Effects on the language development of young children
Abstract
There are certain ways of reading to young children that are more effective than others in increasing language, vocabulary, and building early literacy skills. Dialogic reading is a method to enhance shared book reading by providing a context for dialogue and interaction between the adult and the child. Dialogic reading has been shown to have positive effects on young childrens’ early literacy and language skills. Thus far, parents and teachers have used these techniques in the home and school in one-on-one or small group settings. However, results have been variable due to inconsistent implementation. The purpose of this study was to examine the effects of implementing dialogic reading techniques in a preschool setting via cross age tutoring by fifth grade students. Students in preschool and fifth grade were recruited from a school in Eastern Maryland. Fifth graders served as tutors and were trained to use dialogic reading techniques with preschool students in the same school. The tutoring dyads met three times a week for 30 minutes for 8 weeks.
Subject Area
Early childhood education|Educational psychology|Developmental psychology
Recommended Citation
Udaka, Itsuko Jamie, "Cross-age peer tutoring in dialogic reading: Effects on the language development of young children" (2009). Doctoral Dissertations Available from Proquest. AAI3380034.
https://scholarworks.umass.edu/dissertations/AAI3380034