Instructing Parents to Use Dialogic Reading Strategies with Preschool Children

By Jessica Blom-Hoffman, Therese M. O'Neil-Pirozzi, R. Volpe, J. Cutting, E. Bissinger. 2007

86 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/574f43b9c59399b9a941f8358787299b8b15fe1a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Jacqueline A. Towson
2. Diana L. Abarca
3. Angel Fettig
4. Veronica P. Fleury

In Education

1. Jacqueline A. Towson
2. Diana L. Abarca
3. Angel Fettig
4. Veronica P. Fleury

Citations in the corpus

• Dialogic Reading in Early Childhood Settings: A Summary of the Evidence Base (2017, methodology): “…two prompts of each type (i.e., CROWD) be used during each book reading (Fleury et al., 2014), implementing seven different prompt types per book reading (Blom-Hoffman et al., 2007), and ensuring at least three prompts per target word were implemented each session (Tsybina & Eriks-Brophy, 2010).”
• One Step at a Time (2018, unknown): “These relatively inexpensive interventions concentrate on information asymmetries and have correlated with improvements in literacy practices among low-income, black, and Hispanic parents (Golova et al. 1999; Needlman et al. 2005; Blom-Hoffman et al. 2007; Zuckerman 2009).”