Annotated Bibliography On The Effectives Of Dialogic Reading In Early Literacy

Published: 2021-06-22 00:26:05
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Category: Education, Skills, Family, Parents, Psychology

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Introduction
The paper intends to summarize the report of a study conducted to investigate the construction of the dialogic reading inventory as a crucial tool that can be used to accessing the behavior of parents as well as children. The examination of behavior is done with regards’ to the story reading culture or behavior exhibited by both parents and children. The research was keen in maintaining the four major categories of the directory reading inventory which included; the alphabet knowledge, comprehension, phonological awareness as well maximum attention to text.
Lonigan, C. C.-M. (2007). The literary express comprehensive preschool curriculum. Tallahasse, FL: Literacy Express, LLC.
The purpose of the maintain ace of the four DRI categories was due to their correspondence to key elements of most conventional reading models. The dialogic reading inventory is viewed as a mediated tool of evaluation since it is able to assess the literary performance present when children are part of a reading activity that is gaining full support from the adults. The mediated assessment approach deployed in the study can be used to project the performance of children with a lot o9f ease. This is done through the analysis of how these children can perform with the deployment of adult support in the reading process.
In a bid to give a comprehensive description as well as summary the paper will commence by focusing on the methodology that was used in the study before proceeding to discus the major concepts under study. A brief summary of the discussion and the study in general will be made followed by an objective conclusion of the study.
Brownwell, R. (2000). Exppresive one word picture vocabulary test-revised. Los Angeles: Western Psychology Service.
Summary
After the dialogic reading inventory was put to test to determine its reliability as well as validity, it was discovered that; the DRI is a crucial tool in the evaluation and assessment of child as well as adult reading behaviors when dialogic reading events were conducted. This was arrived at through the calculation of reliability, validation of content in the story and the keen analysis of influencing factors.
Brownwell, R. (2000). Exppresive one word picture vocabulary test-revised. Los Angeles: Western Psychology Service.
In order to increase the ease in scoring and maintain consistence in the specified areas of study, the four major categories of DRI were employed. This ensured maintenance of behavior categories which were also assumed to be in line with conventional reading models.
The study also indicated that parents were the key contributors of response as compared to children. it was discovered that parents aid in improving the comprehension of content when they actively participate in reading activities with there children. Parents are therefore encouraged to participate in the reading activities of their children as this improves there ability to comprehend content read.
Method of the article
Burgess, S. H. (2002). Relations of the home literacy environment(HLE) to the development of reading-related abilities. Reading Research Quartely , 408-426.
Was performed by an Even Start Family that is a literacy education project geared for families at risk and it was targeting parents and their children. The method applied was encompassing families that represent almost all the races. The participants who were children ranged from ages 3-5 year olds. First before performing the research, they gave the parents some items to read to familiarize themselves and came out with some results that they later debugged to reflect current reading content and terminologies. The outcome of the parents reading behavior item was related to a child reading behavior item. The behavior items were categorized into, alphabet awareness, comprehension, phonological awareness, and attention to text that were meant for both the adult and the child. With these literacy skills, a child or an adult was given an episode to read an article from which the observer tallied the frequency of a specific literacy behavior. The score were ranged between 1-3, where 1-
never, 2-occassionally 3- Often, a score of one represented no tally made, a core of two was when at least one or two tallies were made and three when three or more tallies are made.
Stevenson, J. &. (1990). The Social Environemnt Correlates of Reading Ability. Journal of Child Psychology and Psychiatry , 681-698.
The reading materials were similar for both the parents and the children. In addition, they were videotaped when the session was in progress. This enabled the reliability and the validity of the outcomes of the research. The analysis of the videotaped session aided in the outcome of the adult-child dialogic interaction during the session.
Clay, M. (1967). The reading behaviour of five-year-old children: A research report. New Zealand Journal of Educational Studies , 11-31.
According to the analysis and the outcome of the same, the total number of parents initiated responses was 311 and the number of children initiated responses was 101, regardless of the reading item that was used. As per the expectations, the outcome exuded a considerable interaction among parents than for children.
Discussion
Bowman, B. D. (2001). Eager to learn: educating our preschoolers. Washington DC: National Academy Press.
Bowman is a prolific writer insofar as child psychology in relation to education goes. Published with the National Academy Press, the book gives a comprehensive view on how children learn especially the literal bit. How dialogic reading helps children nurture creativity in their lives to come.
It natures innovation and creativity, through art, one develops a sense of innovation and creativity though curiosity. Dialogic literacy cultivates the preschool children with a curios mindset that enable them to learn things in such a manner as to hone their skills in the respective are(s). For instance, a person who involves himself with drawing artistry is likely to earn a sense of creativity and would apply the same in their drawings. When one looks at the drawings of little kids, one is likely to spot the elements of creativity in the children in their artistry work. When the child continues to do this, he or she develops an identical approach towards the entire education system. They learn to apply the creativity in their learning process and even their entire life at large. Innovation is important in life as it enables one to develop a sense of autonomy. The benefits of innovation are far reaching beyond the education sector. A country full of innovative individuals benefits from this as more employment opportunities are opened and the living standards improved. Theatre is another aspect of art that attracts innovation due its nature. Theatre uses a lot of language and thereofre when one engages into it one has to be proficient in the same, otherwise he has to learn it.
Communication
The contemporary society continues to face the challenge of poor communication amongst the youth population. This has been largely contributed by the focus on scientific subjects, totally disregarding the significance of dialogic literacy. Through dialogic literacy the preschool children are able to cultivate communication skills, consequently increasing their ability to express themselves more clearly and with less ambiguity.
Brownwell, R. (2000). Exppresive one word picture vocabulary test-revised. Los Angeles: Western Psychology Service.
Communication is very crucial in the education system as it helps the preschool children and their tutors understand each other. For instance when a student is doing an examination or caring out a research, communication and expression of oneself through the paper is vital. The paper should be in a position to reflect a student’s ideology comprehensively. The Incorporation of dialogic literacy in the system aids in equipping the preschool children with the right communication skills.
Conclusion
The procedure tested for a high standard of reliability and validity of the same with regard to their correspondence to the basic reading skills. Indeed the research proved that the number of responses between initiated by parents is a bit higher than that of children. The reliability of the methods used showed a high level of interdependency of the research in helping to understand how parents should assist their children more when it comes to reading of the storybooks or books generally.
The outcome of this research also related to the outcome of the previous researches conducted to determine the same. The four modules applied, are parallel to the mutualmodules of most reading models, as well as to the four components of basic early reading instructions.Which can be applied in schools between parents and teachers.
References
Arnold, D. &. (1994). Accelerating Language Development Through Picture Bookreading: A summery of dialogic reading and its effects. In D.K Dickson(Ed.), Bridges to literacy: Children, families, and schools (pp. 103-128). Malden: Blackwell Publishers.
Bowman, B. D. (2001). Eager to learn: educating our preschoolers. Washington DC: National Academy Press.
Brownwell, R. (2000). Exppresive one word picture vocabulary test-revised. Los Angeles: Western Psychology Service.
Burgess, S. H. (2002). Relations of the home literacy environment(HLE) to the development of reading-related abilities. Reading Research Quartely , 408-426.
Clay, M. (1967). The reading behaviour of five-year-old children: A research report. New Zealand Journal of Educational Studies , 11-31.
Dixon-Kraus, L. (1996). Vygotsky in the classroom; Mediated literacy instruction and assessment. New York: Longman.
Kelley, C. (2003). Dialogic readingn: when a picture is worth a thousand words. New York: Bank Street College.
Lonigan, C. C.-M. (2007). The literary express comprehensive preschool curriculum. Tallahasse, FL: Literacy Express, LLC.
Stauffer, R. (1975). Directing the reading-thinking process. New York: Harper & Row.
Stevenson, J. &. (1990). The Social Environemnt Correlates of Reading Ability. Journal of Child Psychology and Psychiatry , 681-698.

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