A case study of dialogic reading to promote young children's expressive language skills

Abstract

To investigate the intervention effect of dialogic reading on young children's expressive language skills. The Kindergarten Language Screening Tool (the tool was localised) was used to assess young children in terms of Language Comprehension, Articulation, Fluency, Voice. Connected Speech, two children were assessed before and after starting conversational reading to observe the changes in their language level, and the interview method was comprehensively used to communicate with the parents and teachers of the study participants to understand the situation and assess the children's expressive language ability during the baseline, intervention, and follow-up periods. Both children's language expression skills improved during the intervention period, and the effect was more significant in children with delayed language development. Dialogue-based reading can effectively promote the improvement of young children's expressive language skills.