Abstract

Early language skills are crucial for children’s success in their learning and social development. The first several years of young children are indeed an essential period for language learning in early development [1]. Many researches have indicated that children with early language delay are at risk of difficulties in various aspects such as social, behavioral, literacy and academic [3]. It is therefore crucial to identify effective strategies to facilitate language development for children with language delay. Dialogic reading is an evidencebased practice which provides language interactive context for normally developed or at-risk young children to learn and improve their language, using elaborative questioning techniques. Furthermore, it helps promoting children’s verbal participation and acquisition of new concepts through repeated reading [4]. Nonetheless, little researches are found to evaluate whether dialogic reading produces similar positive effects on language for young children with language impairments [2]. Hence, the purpose of this study was to examine the effectiveness of dialogic reading in enhancing language ability of children with language delay.

Published in: Canada International Conference on Education, 2017

  • Date of Conference: 26-29 June, 2017
  • DOI: 10.2053/CICE.2017.0213
  • Electronic ISBN: 978-1-908320-83-4
  • Conference Location: University of Toronto Mississauga, Canada