ABSTRACT
We investigated the effects of dialogic reading - reading aloud interspersed with questions and feedback based on narrative thematic dimensions (functions) - on the comprehension of brother Grimm’s tales. Twenty-two tales were read individually to three children (aged 8, 8 and 13 years), in a baseline condition (Straight reading) and intervention (Dialogic reading), using multiple baseline design across participants. Comprehension was assessed through percentage of story events and narrative functions verbalized during retelling tasks. Correspondence between tales and retelling was higher under the Dialogic Reading condition, especially for narrative functions. The role of questions, differential reinforcement and text are discussed.
Keywords:
shared reading; verbal behavior; text comprehension; Behavior Analysis
