Does a combined dialogic and print referencing reading program improve the vocabulary and print knowledge of children aged 4-5?

Abstract

Dialogic reading (Whitehurst et al., 1988) has a positive effect on the vocabulary of young children (Whitehurst et al., 1994). Knowledge of print is a strong predictor of later reading ability (McCardle et al., 2001). Adults using a print referencing style refer explicitly to aspects of the printed word (Justice & Ezell, 2004). Justice et al. (2009a) recommended coupling the reading styles to see if their simultaneous use could improve both the vocabulary and print knowledge of young children. This current study is the first assessment of a combined approach. Within the between-subjects design 55 children aged 4-5 were recruited from 2 schools. The children in the experimental condition read with the researcher using the print referencing/ dialogic reading program in small groups over a 5 week period. The children in the control condition were read to in a more didactic way. The children’s receptive vocabulary was assessed, both before and after the program, using the PPVT-4 scale. They were also tested on their expressive and receptive vocabulary, and print knowledge using researcher-designed tests. A Quade’s rank analysis of covariance indicated there was a significant improvement in children’s print knowledge but no improvement in vocabulary. Correlational analysis suggested there were significant relationships between both receptive and expressive vocabulary, and print knowledge. Future studies of this program may be useful to determine whether a more long-term or intensive program might improve vocabulary and if the program could be adapted for use with pre-schoolers.