According to Hargrave and Senechal (2000), research suggests that the implementation of dialogic reading and traditional shared reading could improve a child’s vocabulary and, when comparing traditional reading and dialogic reading, the effects of one of the reading interventions may have a greater effect on a child’s vocabulary. The authors of the article, Hargrave and Senechal (2000), implemented the research study to assess preschool aged children with a limited vocabulary to evaluate whether their vocabulary increased after having books read to them. Two different reading approaches were implemented. One reading approach involved teachers of one daycare in which they read to the children in the traditional way and a second approach included…show more content… Treatment for the research was implemented in two different daycares involving three teachers in each daycare setting. The teachers that implemented the dialogic reading had training before the research began. The children that were included in the research study were given three tests before each reading intervention began and the same tests were given again after each reading intervention was completed for comparison and to obtain results of the effects of two different reading interventions on a child’s vocabulary. Each child’s receptive vocabulary, expressive vocabulary and a test of new words was administered to obtain standardized scores used in comparing the interventions. The teachers in the traditional reading group and the dialogic reading group read ten books over a four week period. The teachers in the traditional reading group were instructed to read in a traditional manner. The teachers in the dialogic reading group were instructed to use what they learned in their training sessions as they read the designated books. The teachers in the dialogic reading group were instructed to ask the children “wh” questions, give them feedback, ask them open-ended questions and expand on what each child says after reading each of the ten
