From Research to Evidence Based Practice: An Account of the Scientific Implementation of Dialogic Buddy Reading

Abstract

The research to practice rift is apparent as evidence based practices remain outside the “real world†of schools. In this study we create and implement a program capitalizing on the research in dialogic reading (DR), a shared reading protocol used by adults with young children.  The study employed a single subject design to examine the implementation of a modified version of DR in a Head Start classroom, whereby sixth-grade student use the DR protocol as they read with the pre-school students.  Fidelity to the major components of DR was considered in the design, training, and implementation phases of study in this authentic context.  Visual and categorical analysis of observation and interview data indicates that DR can be implemented with varying levels of fidelity.  Therefore, evidence-based practices can transfer to the “real world†of schools provided that rigorous implementation and constructive use of fidelity measures are present.