Affiliation:
1. Department of English Hainan University Haikou China
2. Division of Psychology and Language Sciences University College London London UK
3. Department of Psychology The Chinese University of Hong Kong Sha Tin Hong Kong
4. Department of Psychology The Education University of Hong Kong New Territories Hong Kong
Abstract
BackgroundDialogic reading (DR) is an effective shared reading technique based on the prompts–evaluate–expand–repeat (PEER) sequence, which fosters children's language development. This study examines the effects of its elements by comparing shared reading with prompts with minimal feedback (PMF) and PEER.MethodsThis study included 364 typically developing Chinese kindergarteners and used a randomised control trial design. The children and their parents were divided into three groups, namely, the PMF, PEER and control groups. The children were pre‐ and post‐tested on their language skills and reading interest measures before and after the intervention.ResultsResults showed that after a 12‐week intervention, the children in the PMF group outperformed those in the control group in terms of receptive vocabulary, character reading and listening comprehension. Meanwhile, the children in the PEER group outperformed those in the PMF and control groups not only in terms of the above measures but also in their expressive vocabulary and reading interest.ConclusionsThese results highlight the contribution of parents' questions and the additional benefits of their systematically corrective feedback on kindergarten children's language and reading interest development. This study supports the literature on cognitive engagement theory related to young children's individual language and reading interest development through interactive parent–child DR activities.
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