Dialogic classroom talk during shared book reading
Effects on quality of conversations
Bibliographic Data
| ID | 21348458 |
|---|---|
| Authors | Sharisse van Driel (0000-0003-0379-8954, Vrije Universiteit Amsterdam, corresponding author), Femke van der Wilt (0000-0003-3016-6653, Vrije Universiteit Amsterdam) |
| Year | 2026 |
| Volume | 119 |
| Issue | 1 |
| Pages | 107-117 |
| Publication date | 2026-01-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0022-0671 • E-ISSN: 1940-0675 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00220671.2025.2523037 |
| OpenAlex | W4411721004 |
| Language | EN |
| Citations received | 1 |
| References cited | 44 |
This study explored how an intervention directed at dialogic classroom talk affects conversation quality during shared book reading in Dutch early childhood classrooms. Over six weeks, teachers from 21 classrooms read a picture book twice a week to the children (N = 403 children aged 4-6). Teachers in the intervention condition were instructed to use dialogic talk tools during shared book reading, while teachers in the control condition read the books as they were used to. Reading sessions were recorded on video. Lesson transcripts of pre- and post-observation were analyzed on whole-class discourse characteristics. Outcomes of Mann Whitney U Tests indicated a significant increase in duration of reading sessions, children’s mean length of turn, and use of key linguistic features in the intervention condition compared to the control condition. Teachers’ conversational skills did not significantly change. Findings confirm that dialogic classroom talk during shared book reading can improve children’s speech
Dialogic · Epistemology · Linguistics · Pedagogy · Quality (philosophy) · Reading (process) · Shared reading · Education and Critical Thinking Development · Educational Tools and Methods · Innovative Teaching and Learning Methods · Philosophy · Psychology
Conceptualizing Talk Moves as Tools
Discussing stories
Interactive Book Reading in Early Education
Fathers' participation in family research
Shared book reading
Relations Among the Frequency of Shared Reading and 4-Year-Old Children's Vocabulary, Morphological and Syntax Comprehension, and Narrative Skills
The study of talk between teachers and students, from the 1970s until the 2010s
What the discourse tells us
Classroom dialogue
Design, implementation, and evaluation of dialogic classroom talk in early childhood education
Mealtime talk that supports literacy development
Book reading and vocabulary development
Sampling in Interview-Based Qualitative Research
Teachers’ use of questions during shared book reading
A book reading intervention with preschool children who have limited vocabularies
Developing dialogic teaching
Reasoning Words as Linguistic Features of Exploratory Talk
Shared Book Reading and English Learners’ Narrative Production and Comprehension
The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills
Speaking Out for Language
To read or not to read
Reliability in Content Analysis
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |