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Correa, V. I., Lo, Y. Y., Godfreyhurrell, K., Swart, K., & Baker, D. (2015). Effects of Adapted Dialogic Reading on Oral Language and Vocabulary Knowledge of Latino Preschoolers at Risk for English Language Delays. Multiple Voices for Ethnically Diverse Exceptional Learners, 15, 3-21.
https://doi.org/10.5555/2158-396X.15.2.3

has been cited by the following article:

• TITLE: Effects of Dialogic Reading on the Creativity Development of a Chinese Student

  AUTHORS: Li Cheng, Wei Xu, Qiushuang Gao, Xiaochen Ma, Yuexin Zhang

  KEYWORDS: Dialogic Reading, Picture Book, Language Divergence, Language Convergence, Graphic Divergence

  JOURNAL NAME: Creative Education, Vol.12 No.10, October 26, 2021

  ABSTRACT: This study aimed to explore the effectiveness of Picture Book-based DialogicReading (PBbDR) in enhancing a 3rd grader’s creativity. The intervention program of picture book-based dialogic reading included four reading steps (PEER), and five prompt methods (CROWD). PEER is an acronym of Prompt, Evaluate, Expand and Repeat, and CROWD is an acronym of Completion prompts,Recall prompts, Open-ended prompts, Wh prompts, and Distancing prompts. We adopted a multiple-baseline design across three behaviors (language divergence, graphic divergence, and language convergence). The results indicated that the scores of three behaviors were improved after intervention, and had a good maintenance and generalization effect. The results were discussed and social validity was also obtained.