The Missouri Reader Vol. 37, Issue 1 | Page 37

Table 2: Prompts and Responding Techniques Taught for Dialogic Reading – CAR Strategy Step How is it done? Example How does it help? C - Comment Comment on something you see. Adult: ―I see a barn.‖ Focuses child Provides language model A – Ask questions Ask your child a question about something that you see. Adult: ―Who is in the barn?‖ R - Respond Repeat what your child has said and add more. Adult: ―That‘s right. A little brown cow.‖ Encourages reflection and interaction Child: ―Cow‖ Provides a language model Builds expressive language Note: Based on CAR developed by Washington Research Institute, http://www.walearning.com/products/language-is-thekey/car-strategies/ Table 3: Prompts and Responding Techniques Taught for Dialogic Reading – 1, 2, 3 Tell Me What You See Strategy Step How is it done? Example How does it help? Adult: ―What do you see?‖ 1 – Tell Ask the child to comment on what he sees. Child: ―Truck‖ Adult: ―That‘s like a truck. It is called a tractor. 2 - Teach Teach new vocabulary. Adult: ―That is a tractor. Farmers ride it in the fields.‖ 3 - Connect Connect the story to the child‘s life. Discuss. Adult: ―Do you remember when we visited a farm? What did you see?‖ Results Paired t-tests were performed between groups and within groups across time to determine the effect dialogic reading training had over time on program participants. There were no significant differences between the group of parents and caregivers who were going to receive the dialogic reading training and the control group regarding interactions at the beginning of the program. Shifts conversation from parent to child lead. Builds vocabulary Encourages meaning Connects to background knowledge There were significant differences by time of the post-test. Parents and caregivers in the dialogic reading group allowed their children access to the book significantly more often than the control group (p < .01). They also posed and solicited questions (p < .01) significantly more than the control group. Children with parents or caregivers in the dialogic reading group held the book (p < .01), and posed and ©The Missouri Reader, 37 (1) p.37