A Pilot Study of Dialogic Reading to Examine Effects Beyond Language and Literacy: Impact on Child Interest, Child Behavior and the Parent-Child Relationship in Head Start

Introduction:

Dialogic reading is a shared reading program that has shown impressive effects on children’s language skills in early childhood with families from a range of socioeconomic backgrounds.  This brief intervention involves teaching parents methods to read picture books with children that transform reading interactions into a dialogue to facilitate vocabulary development. Only a few studies have examined the effects of dialogic reading on outcomes beyond language and literacy skills, but there is some indication that the intervention may contribute to reductions in parenting stress and increased child interest (e.g., Huebner, 2000; Ortiz et al., 2001).  Anecdotal evidence indicates that this intervention may function as a form of one-to-one time that enhances relationships.  The goal of this pilot study was to conduct a qualitative study of the secondary effects of this program with Head Start parents.

Methods:

A group of 10 Latina female caregivers were recruited through Head Start centers in the New York area. Parents participated in a training including didactics, modeling, and role-play to learn dialogic reading and were given books for home use.  Parents were called weekly to encourage use of skills with the target child.  At post-intervention, parents participated in a qualitative interview to assess potential impact of the intervention.  Caregiver qualitative responses were analyzed using Auerbach and Silverstein’s (2003) grounded theory analysis methodology.

Results:

Qualitative analysis of parent responses suggested a positive impact on children’s vocabulary, interest in shared reading, behavior, and the parent-child relationship.  Specifically, the theme of increased interest was evidenced by parents reporting that children asked more questions, requested to read more books together, and expressed pleasure in parent-child reading interactions.  As far as changes in child behavior, parents described increased child attention and decreased oppositionality.  Positive effects on the parent-child relationship were also noted; parent responses reflected themes of increased attunement and feelings of warmth as well as increased time in enjoyable shared activities together.

Conclusions:

Findings from the present study reflect the feasibility of conducting dialogic reading with families in Head Start as a brief preventive program.  This pilot study indicates that dialogic reading has promise in promoting early interest in literacy, increasing the strength of the parent-child relationship and fostering positive behavior through positive parent-child interactions in the context of reading.  These qualitative results suggest that this program could be useful for fostering parent involvement in ways that support both early academic skills and social-emotional development.