Journal Article

The Impact of a Dialogic Reading Program on Deaf and Hard-of-Hearing Kindergarten and Early Primary School–Aged Students in Hong Kong

Pan-Chung Fung, Bonnie Wing-Yin Chow and Catherine McBride-Chang

in The Journal of Deaf Studies and Deaf Education

Volume 10, issue 1, pages 82-95
Published in print January 2005 | ISSN: 1081-4159
Published online January 2005 | e-ISSN: 1465-7325 | DOI: http://dx.doi.org/10.1093/deafed/eni005
The Impact of a Dialogic Reading Program on Deaf and Hard-of-Hearing Kindergarten and Early Primary School–Aged Students in Hong Kong

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The present study investigated the effects of a special interactive dialogic reading method developed by Whitehurst et al. (1988) on deaf and hard-of-hearing children in Hong Kong. Twenty-eight deaf and hard-of-hearing children in kindergarten, first, or second grade were pretested on a receptive vocabulary test and assigned to one of three conditions, dialogic reading, typical reading, and control, with age and degree of hearing loss matched. After an 8-week intervention, the children were re-tested. The dialogic reading group had a significantly greater improvement in vocabulary scores than did the other two groups. Parent-child interactions of high quality and the use of pictorial materials are likely the key successful factors in the program. The educational value of this intervention is discussed.

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Subjects: Education ; Linguistics ; Teaching of Specific Groups and Special Educational Needs

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