Dialogic Reading for Young Children with Disabilities: A Review of Literature with Suggestions for Future Research

Abstract

Dialogic reading is an evidence-based practice for preschool children who are typically developing or those considered at-risk (WWC, 2007).  However, there is limited empirical evidence to determine if dialogic readinghas similar effects on the language and preliteracy skills of preschool children with disabilities (WWC, 2010).  This article gives an overview of the research literature regarding dialogic reading with specific emphasis on dialogic reading as an intervention for young children with disabilities. Implications for using dialogic reading as a strategy for young children with disabilities are included.