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Hargrave, A. C., & Sénéchal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15, 75-90. http://dx.doi.org/10.1016/S0885-2006(99)00038-1

has been cited by the following article:

• TITLE: Measuring the Effect That the Partners’ Dialogic Reading Program Has on Preschool Children’s Expressive Language

  AUTHORS: Diana Brannon, Linda Dauksas, Nancy Coleman, Laura Israelson, Tionia Williams

  KEYWORDS: Dialogic Reading; Parent Involvement; Preschool Expressive Language

  JOURNAL NAME: Creative Education, Vol.4 No.9B, September 30, 2013

  ABSTRACT: The effect the Parents as Reading Partners Nightly Encouraging Reading Success (PARTNERS) Dialogic Reading Program had on preschool children’s expressive language was studied. Researchers found that the videotaped training and materials were successful at increasing the expressive language skills of preschool children classified as “at risk”. Other program benefits such as increased time spent on reading and talking between parents and their children were also found.