The Implementation and Study of Dialogic Buddy Reading in a Head Start Classroom

Authors

  • Mary Jane McIlwain
  • M. Susan Burns
  • C. Stephen White

DOI:

https://doi.org/10.55370/hsdialog.v19i1.502

Keywords:

reading, shared reading, read aloud, dialogic reading, peer tutoring

Abstract

The current NAEYC campaign, Early Ed for President (NAEYC, 2015), highlights the power that resides in a strong research practice partnership. This is particularly powerful when an evidence-based practice is initiated and studied in the context of a real classroom using scientific implementation. This research to practice summary shares how single subject research, coupled with qualitative interviews, are used to explore the feasibility and benefits of daily dialogic reading conducted by sixth grade students and Head Start students in a diverse, urban suburban elementary school. Fidelity to dialogic reading done by mixed age reading buddies, or dialogic buddy reading, was attained to varying degrees and doing so led to vocabulary gains in the younger children. Additional benefits were found for both older and younger students, as well as ways to improve fidelity over time or during future replications.

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Published

2016-02-09

Issue

Vol. 19 No. 1

Section

Research-to-Practice Summaries

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