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Direct linkYang Dong; Xuecong Miao; Xueyan Cao; Bonnie Wing-Yin Chow; Jianhong Mo; Hang Dong; Haoyuan Zheng – Reading and Writing: An Interdisciplinary Journal, 2025
This study aims to compare the effects of "questioning with minimal evaluation" (PE) and "prompt-evaluate-expand-repeat" (PEER) used in dialogic reading (DR) on children's language development. This study included 119 typically developing (TD) and 107 Chinese children with autism spectrum disorder (ASD) by using a pre- and…
Descriptors: Language Acquisition, Parent Child Relationship, Questioning Techniques, Autism Spectrum Disorders
Simsek, Zeynep Ceren; Isikoglu Erdogan, Nesrin – Reading and Writing: An Interdisciplinary Journal, 2021
The purpose of this research study is to compare the effects of digital, dialogic and traditional reading on children's language development aged 48-66 months. Fifty-six randomly selected children enrolled in three different classrooms in a public preschool in Turkey participated in the study. The three classrooms were again randomly assigned as…
Descriptors: Comparative Analysis, Language Acquisition, Dialogs (Language), Language Tests
Kotaman, Huseyin – Reading Improvement, 2020
The current study assessed the impact of parents' dialogical storybook reading on their children's receptive vocabulary and reading attitudes. Forty parents and their preschoolers participated in the study. Parents were randomly assigned to experimental or control groups. The experimental group received dialogical storybook reading training.…
Descriptors: Story Reading, Parent Child Relationship, Reading Attitudes, Receptive Language
