In a rush? Here’s the quick run-down.
Of all the things to “hack” in early education, you’d think we’ve already tried everything when it comes to story time. After all, we humans have been sharing stories since we’ve had a cave wall to paint on.
Then again, you might not have tried dialogic reading yet.
Put simply, it’s a way to make story time more of a two-way street. Instead of reading to children, you’re reading with them: giving them a bigger part in telling the story, and encouraging them to explore how a narrative might flow off the pages and into their own lives.
In some sense, dialogic reading isn’t fully new. Asking children questions about the story you’re sharing has been around for years, way before researchers gave it a fancy name. But understanding this practice as ‘dialogic reading’ helps us describe the moving parts, put the practice in context, and zero in on how we can make it most effective for children and educators.
So let’s take a look at a stronger story time: we’ll dive into how dialogic reading works, why it’s so helpful for children, and how you can make it work in your own setting.
Dialogic reading isn’t about reinventing the wheel. Rather, it’s about making a few small tweaks and refinements to the way you’re already reading with children.
Dr. Jacqueline Towson of the University of Central Florida, who studies language intervention and learning in early childhood, explains that story time with children can sometimes use a little more audience engagement.
“Many caregivers and teachers read in an interactive way, but what we’ve found in research is that most questions are centered around pointing to or labeling pictures in a book,” Jacqueline writes in an email. “While that’s great, it doesn’t always promote a back-and-forth dialogue with the child.”
That’s where dialogic reading comes in. One widely-cited early study describing dialogic reading proposed that the practice has four key ingredients:
You’ll often see dialogic reading mentioned in the context of helping children who need extra support in their literacy learning, or who have been labeled “disadvantaged.” As Jacqueline explains, this is because dialogic reading lets children learn new language skills within the familiar context of a storybook.
“I think the simplicity of the dialogic reading framework also keeps language learning straightforward, which helps adults not get overly complex with language for children with disabilities. They can meet children where they are and move them forward,” she writes.
But as we’ll get into below, just about every child can benefit from dialogic reading.
There’s a growing body of research, now stretching back over 30 years, full of studies that suggest dialogic reading offers a boost for early language and literacy learning.
But how do all these studies connect with the day-to-day happenings in your own early learning environment?
Like we mentioned earlier, dialogic reading’s power comes from its back-and-forth nature. It gives children a greater sense of engagement in the story, and more ownership over the process of sharing and exploring a story. And when that happens, we see three big effects:
There’s also another level of value to dialogic reading, which is harder to quantify: Helping children plant deeper, more personal roots in language learning. And especially when you’re probably already doing a little bit of dialogic reading already, it offers a straightforward way to get even more out of story time.
“One of the many perks of dialogic reading is that you can facilitate children’s language and emergent literacy skills using an activity you are already doing, simply by making the time already spent more effective,” Jacqueline writes.
If you’re diving into dialogic reading, there are two common acronyms you’ll run into: PEER and CROWD. We’ll start with PEER up here, then get into CROWD down below.
PEER stands for Prompt, Evaluate, Expand and Repeat. You might think of it as the basic recipe for doing dialogic reading.
Here’s how those four steps work:
Especially as you get started with dialogic reading, your PEER process can work in lots of different ways. The questions you ask, and how you build off them, will depend on who you are, who your children are, how you like to teach, and what you’re reading.
If you’d like to read more about PEER, why it’s such a big part of dialogic reading, and how your questions might change with children’s age, you can do that right here.
To help you practice dialogic reading in your own setting, let’s unpack that other acronym: CROWD.
CROWD is a handy little way to remember five types of questions that you can ask children during dialogic reading. Those five types are:
Please note: here at Famly we love sharing creative activities for you to try with the children at your setting, but you know them best. Take the time to consider adaptions you might need to make so these activities are accessible and developmentally appropriate for the children you work with. Just as you ordinarily would, conduct risk assessments for your children and your setting before undertaking new activities, and ensure you and your staff are following your own health and safety guidelines.