Author/Authors
Towson, Jacqueline University of Central Florida - Department of Communication Sciences Disorders, USA , Gallagher, Peggy A. Georgia State University - Department of Educational Psychology, Special Education and Communication Disorders, USA
Title Of Article
Dialogic Reading for Young Children with Disabilities: A Review of Literature with Suggestions for Future Research
شماره ركورد
36217
Abstract
Dialogic reading is an evidence-based practice for preschool children who are typically developing or those considered at-risk (WWC, 2007). However, there is limited empirical evidence to determine if dialogic readinghas similar effects on the language and preliteracy skills of preschool children with disabilities (WWC, 2010). This article gives an overview of the research literature regarding dialogic reading with specific emphasis on dialogic reading as an intervention for young children with disabilities. Implications for using dialogic reading as a strategy for young children with disabilities are included.
From Page
58
NaturalLanguageKeyword
Dialogic reading , shared interactive reading , preschool , children with disabilities , language , school , readiness , language delay , language disorder , children at , risk
JournalTitle
Başkent University Journal Of Education
To Page
71
JournalTitle
Başkent University Journal Of Education
Link To Document