Document Type

Conference Proceeding


Education | Language and Literacy Education


We trained undergraduate student interns to conduct standardized assessments and one-on-one dialogic reading interventions with first graders. The challenges in working in local elementary schools include: small sample sizes, diverse and potentially non-normal samples, and variable testing and intervention conditions. Despite the challenges, we found significant improvements in silent reading efficiency and comprehension and a narrowing of the gap between skilled and non-skilled readers. We report on a mini-meta-analysis of the efficacy of dialogic reading on silent reading comprehension and efficiency, in multiple samples of first graders between 2013 and 2018.