The purpose of this study was to investigate the effects of a short parent training program in dialogic reading (DR) on the use of DR strategies during shared reading with young children with delayed vocabulary skills. Research has shown DR is an effective method for increasing child vocabulary skills in school-age children and that training parents in DR can be effective; however, there is limited research on training parents of young children to use DR strategies and few studies have focused on to what extent parent use of strategies can support increased child responses for children under the age of three. In this multiple baseline across participants study, parents were trained using a parent training video and received subsequent feedback in using strategies in the DR PEER sequence during shared reading. The results revealed that all three participants demonstrated significant change in strategy use from baseline to the intervention phase. Participants demonstrated varying increases in using each type of strategy. Participant children also demonstrated varying increases in the number of responses to strategy use.
Keywords: dialogic reading, parent training, intervention, vocabulary, contingent responses
