WEBVTT

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The typical reading you see in early childhood settings is

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where maybe the whole class is sitting around in circle time

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and the teacher is just reading the book, and the children are listening.

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In dialogic reading, what happens is that the typical role between the adult and the child,

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or the teacher and the children is shifted.

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So rather than just the children being passive listeners to the story, the teacher

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or the adult is having the children help tell part of the story.

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The teacher or the adult facilitates that by having the children answer some questions

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or provide additional expansions on things they've heard,

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or maybe even remembering other things they did that actually relate to the story.

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Dialogic reading is interactive in a sense that the teacher is having a dialog with children

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about the story or using the book as a way to have the dialog.

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Whereas in regular shared reading, the teacher
is just reading and the children are listening.

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So it's a very passive, receptive model of the book.

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Now, there's another type of shared reading,

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which some people call interactive shared reading,

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where teachers may occasionally ask questions of children about the story they're reading,

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but it's not as organized, it's not as systematic as it would be in dialogic reading.

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And the focus of dialogic reading is really less about the book and it's really more

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about having a language interaction around the book.

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Unlike the typical shared reading where you may be reading a book or a big book

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with a large group of maybe fifteen or twenty children,

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in dialogic reading you really want smaller groups of children.

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You want maybe three or five children, so that each child gets a chance

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to actively participate in the interaction.

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The main, unique feature about dialogic reading is really not about reading.

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It's really about having a conversation.

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So, there are lots of different ways you can think about it.

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One of the ways that I like to think about it is

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that there are different levels of dialogic reading.

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So anybody who has ever read a book with a young child knows that children

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like to be read the same book over and over again.

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They get favorite books and often times they'll bring that book

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to you continuously to read over.

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So children are getting more and more familiar

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with books the more times that the book is read to them.

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Dialogic reading takes advantage of that in a sense that as children learn more about the book

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or have more conversations about the book, they're developing a vocabulary

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and a way of talking about the book.

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So the first phase of dialogic reading is really just these simple WH type questions:

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What is this?

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What's it called?

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What's it made of?

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What is he doing?

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So, it's about the big things in the pictures, the big actions in the pictures,

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and then what we like to do is have adults or teachers follow

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up correct answers with follow up questions.

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So like I said, if the child answers that it's a bicycle, maybe asking about parts of the bicycle

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like the pedals or the wheels or the handle bars.

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In the second phase, or what I like to call Level 2,

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it's moving a little bit beyond the vocabulary.

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So the first phase in a book is really using Level 1 where the teacher

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or the adult is making sure that the child knows the words

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of the things that are pictured in the book.

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In the second phase, it's using that language in a way to really tell the story.

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So the types of question changes from the simple WH type question to a more open ended question,

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like maybe turning to a page and just letting a child pick something to talk about.

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You know, "What do you see here?"

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The adult or teacher may ask, "Tell me about this page."

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Or, "What's happening?"

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So it really doesn't specify that you have to talk about the bicycle or anything like that.

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So it really gives a child ownership of what it is that they're going to tell about the book

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or what they're going to tell about the story.

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And then in the final phase of dialogic reading is a phase where,

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maybe teachers will connect what's going on in the book - either the things in the book

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or something about the story - to something in the child's own life,

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or maybe connecting the end part of the book with the beginning part of the book.

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So really, building up a narrative about the book.

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So asking questions like, "Well, do you remember what happened at the beginning

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of the story and why is he doing this?"

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So that has the child talking about the story, but talking about it sort of distant

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from the page of the book you're on right now.

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Or say maybe the book is about going to the zoo or seeing different animals at the zoo,

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and maybe the class had done a field trip to the zoo.

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Or they had done some other activity about zoo animals.

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So maybe the teacher would ask a question that related that experience

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or that field trip to what's going on in the story.

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"Do you remember when we went to the zoo, and what was that like?

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Which animals did you see?"

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We picked this book with the spider because it was good pictures for Level one and Level two.

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On this page, where it had the picture of the mop and the pail,

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the Level one questions might be, "What's this a picture of?

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It's a pail.

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What color is it?

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It's yellow.

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What do you use a pail for?

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To carry water or to wash things."

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On Level two, you might turn to this page and say, "Well, what's going on here?

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What do you see here?"

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And the child who has already gone through Level one would say, "Well, I see a pail."

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And the teacher might say, "I see a yellow pail.

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And what else do you see?"

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The teacher would ask and the child might say, "There's a mop there."

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And the teacher would say, "Yeah, there's a mop and a pail of water."

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And then moving on to Level three, the teacher might ask the child something

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that follows up on that sort of conversation.

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So, "You use a mop and a pail to clean things.

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Have you ever cleaned things?

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Who uses a mop at your house?"

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Level three type question is something that extends beyond the pages of the book

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to something in a child's own life, or, "Do you remember yesterday when it rained outside

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and the rain came in through the window and the man had to come in with the mop and the pail?

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What was he doing with the mop and the pail?"

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And what we know from the research is that when children are exposed

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to shared reading using dialogic reading, that they really do acquire greater levels

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of development in their vocabulary and other aspects of language.

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So not only is it designed to produce language, but there's a number of research studies

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that actually demonstrate that children who are exposed to shared reading with dialogic reading,

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gained more vocabulary skills and other language skills than children

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who don't get exposed to dialogic reading.

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And the interesting thing there is that most of the studies had the children

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who didn't get dialogic reading - is they got as much shared reading

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as the children who got dialogic reading.

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So it wasn't a difference in being exposed to storybooks, it was a difference

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in how they were exposed to storybooks.

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The idea is that there are different purposes for books.

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So understanding that doing dialogic reading doesn't mean that you're not going to have times

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where you just actually read a book with children, you might even read a book

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where just you are the one who's reading and the children are listening during small group time,

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during large group time, or during circle time.

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But dialogic reading is a special time, it's a special time

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to help children learn vocabulary and learn other language skills.

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Of course, dialogic reading is supposed to be fun.

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It's supposed to be fun for the children, it's supposed to be fun for the teacher -

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so turn taking, and using different books, using them differently, sometimes using them

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for whole group, sometimes for dialogic reading, sometimes you just read.

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Seeing that that process is okay.

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Dialogic reading is flexible enough that it shouldn't be seen as something other than fun.

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A fun way to use books and have conversations.

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