Date of Award
Summer 8-24-2024
Document Type
Dissertation
Degree Name
Ph.D.
Organizational Unit
Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction
First Advisor
Rashida Banerjee
Second Advisor
Kristina Hesbol
Third Advisor
Kimberly McDavid Schmidt
Fourth Advisor
Alissa Rausch
Copyright Statement / License for Reuse
All Rights Reserved.
Keywords
Caregiver based strategies, Culturally responsive, Dialogic reading, Dual language learners, Intervention studies, Phonological knowledge
Abstract
There is a pressing need for research on early language intervention for dual language learners (DLLs) at risk of developmental delays, especially young children who are non-Spanish speakers. Despite the projection that 62% of the nation's children will be children of color by 2050, there is a significant research gap in this area (Lin et al., 2023). This study aims to fill this gap and recommend effective early language interventions for DLLs. The present study uses a single-case design to determine the impact of Dialogic Reading on vocabulary and alphabetical knowledge of preschoolers aged 36 to 60 months in English and their home language, Bengali, and their rate of cultural engagement. The findings of this multiple baseline design show that using culturally responsive texts during Dialogic Reading significantly impacts the preliteracy skills of all three participants, offering hope for effective early language interventions for DLLs. Dialogic Reading also increased their engagement rate, highlighting the value of the intervention in promoting cultural diversity. The study's recommendations benefit policymakers, educators, educational psychologists, researchers, and parents in implementing culturally responsive strategies that help young DLLs at school and home.
Copyright Date
8-2024
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Ekta Ghosh
Provenance
Received from Author
File Format
application/pdf
Language
English (eng)
Extent
126 pgs
File Size
1.2 MB
Recommended Citation
Ghosh, Ekta, "Impact of Dialogic Reading Intervention on Language and Literacy Development of Young Dual Language Learners" (2024). Electronic Theses and Dissertations. 2454.
https://digitalcommons.du.edu/etd/2454
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Disability and Equity in Education Commons, Disability Studies Commons, Early Childhood Education Commons
