Document Type

Conference Proceeding


The present study investigates the efficacy of dialogic reading (DR) intervention to improve reading comprehension with first-grade cohorts from two school years within one urban school. We adapted DR, a shared book reading technique, using a standard set of books for intervention and added an emphasis on vocabulary. Findings replicated our previous research in which DR intervention reduced the reading comprehension gap between at-risk readers and typically-achieving peers with a total intervention time of about 2 hours over 12 weeks. These results suggest that our intervention is a promising technique for struggling readers.