Developing Children's Oral Language Skills through Dialogic Reading: Guidelines for Implementation

Autor/in	Flynn, Kylie S.
Titel	Developing Children's Oral Language Skills through Dialogic Reading: Guidelines for Implementation
Quelle	In: TEACHING Exceptional Children, 44 (2011) 2, S.8-16 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	Evidence; Picture Books; Enrichment Activities; Oral Language; Special Education Teachers; Emergent Literacy; Language Skills; Language Acquisition; Preschool Children; Reading Aloud to Others; Story Reading; Reading Instruction; Early Childhood Education; Reading Material Selection; Disabilities; Academic Accommodations (Disabilities); Student Participation; Vocabulary Development + Suchen Sie Ihr Suchwort? Evidenz; Picture book; Bilderbuch; Bereicherungsprogramm; Oral interpretation; Mündlicher Sprachgebrauch; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Frühleseunterricht; Language skill; Sprachkompetenz; Sprachaneignung; Spracherwerb; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Leseunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Handicap; Behinderung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Wortschatzarbeit
Abstract	Early childhood and special educators are under growing demands to develop children's language and literacy skills through evidence-based practices. One promising research-based strategy for vocabulary and language development is dialogic reading (DR), which is an interactive picture book reading technique developed in the late 1980's by Whitehurst and colleagues (Whitehurst, Falco, Lonigan, Fischel, DeBaryshe, Valdez-Menchaca, & Caulfield, 1988). This paper provides an overview of the research and detailed instruction for implementing DR in the classroom setting. The three levels of DR are specifically described to help teachers to scaffold children's oral language development. Recommendations are provided for: 1) extension and enrichment activities, 2) selecting books and vocabulary, and 3) utilizing and managing small groups of children during the lessons. Finally, accommodations and modifications for children with a variety of disabilities are detailed. (Contains 3 figures and 1 table.) (As Provided).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10