The impact of a dialogic reading program on deaf and hard-of-hearing kindergarten and early primary school-aged students in Hong Kong.
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.
Fung
Pan-Chung
PC
Psychology Department, The Chinese University of Hong Kong, Shatin, N.T., Hong Kong.
Chow
Bonnie Wing-Yin
BW
McBride-Chang
Catherine
C
D000124:Achievement; D002648:Child; D002675:Child, Preschool; D060345:Education of Persons with Hearing Disabilities; D004519:Education, Special; D005190:Family; D005260:Female; D006723:Hong Kong; D006801:Humans; D008297:Male; D011932:Reading; D012054:Reinforcement, Psychology; D011795:Surveys and Questionnaires; D014825:Vocabulary