Early literacy skills are key indicators of later reading success, and early literacy instruction in early childhood education can support both positive academic and behavioral child outcomes. Dialogic reading (DR) is an evidence-based intervention that targets early literacy skills like oral language, vocabulary, and print concepts. Although research suggests DR has the potential to impact the early literacy skills of young children, intervention fidelity must be maintained for the intervention to be effective. Two single case design studies were conducted in an early childhood setting that together examined (a) the effects of intervention supports on the intervention fidelity of educators performing interventions, and (b) early child literacy outcomes when educators accessed DR intervention supports. Study 1, an alternating treatment design, focused on intervention scripts and an intervention checklist on intervention fidelity. Findings indicated that both supports equivalently increased educators’ (N = 4) intervention fidelity, though the educators preferred using a checklist. Study 2, a multiple baseline design, examined the effects of the intervention supports and subsequent increased intervention fidelity on child early literacy across four children. Findings indicated increased book-based vocabulary for children during the intervention phase when intervention fidelity levels were higher. Taken together, the studies suggest intervention fidelity for DR is best delivered with support from checklists or other methods, and that ensuring that DR is delivered as intended may help bolster children’s reading skills.
Dillon, Cara and Newman, Daniel
"Supporting Intervention Fidelity of Dialogic Reading to Support Preschool Children’s Early Literacy Skills,"
Perspectives on Early Childhood Psychology and Education: Vol. 7:
2, Article 6.
Available at: https://digitalcommons.pace.edu/perspectives/vol7/iss2/6