Helping Young Children Engage with Storybooks with Dialogic Reading and Adaptations

Are you interested in helping children build literacy and language skills while exploring STEM concepts and processes? Or are you looking for new ways to adapt reading time for a child with disabilities? In this blog, we will introduce you to dialogic reading, an approach to storybook reading that has been shown to support comprehension and language development for children of all abilities (Whitehurst et al., 1988; WWC, 2007; Dicataldo et al., 2022).

Dialogic reading is more than just reading the words to a child—it is about having a meaningful conversation around the story. Instead of the child listening passively, dialogic reading encourages children to participate actively in the storytelling process. With a little planning and the right questions, you can turn any book into a conversation that helps children understand STEM concepts while cultivating their literacy and language skills.

What is Dialogic Reading? Dialogic reading is a way of reading that focuses on involving the child in the story. During dialogic reading, the adult:

• Asks questions about the story.
• Encourages the child to share their thoughts on what is happening.
• Builds on what the child shares to deepen understanding and introduce new ideas.

This back-and-forth conversation is a powerful way to support early literacy and STEM learning, helping children learn new words, think about the story, and develop skills in a fun, interactive way. (Whitehurst et al., 1988; WWC, 2007)

Why is Dialogic Reading Important? Dialogic reading supports children in many ways, including:

• Vocabulary growth: Introducing and talking about new words. (Napoli, & Johnson, 2019)
• Comprehension: Encouraging children to explain and think about story events. (Dicataldo et al., 2022)
• Critical thinking: Helping children make predictions and explore cause and effect. (Dicataldo et al., 2022)
• Social and emotional skills: Building empathy through discussions about characters and events. (Fettig et al., 2018)
• STEM skills: Encouraging curiosity, observation, and exploration through the story.

How to Use Dialogic Reading: The PEER and CROWD Strategy

To get started with dialogic reading, try using the PEER method:

• Prompt: Ask a question about the story.
• Evaluate: Respond to the child’s answer with praise and encouragement.
• Expand: Add to the child’s response to build more understanding.
• Repeat: Go over the question or have the child repeat the answer to reinforce learning. (Whitehurst et al., 1988; WWC, 2007)

Use CROWD prompts to make your questions engaging:

• Completion: Let the child finish a sentence, like “The caterpillar ate a…?”
• Recall: Ask about something that happened earlier in the story.
• Open-ended: Encourage the child to describe a scene or share their thoughts.
• Wh- questions: Use who, what, where, when, or why questions to encourage deeper thinking.
• Distancing: Connect story parts to the child’s life experiences. (Whitehurst et al., 1988; WWC, 2007)

To support early childhood  educators and families in using these strategies effectively, STEMIE has A Guide to Dialogic Reading. This guide offers specific prompts and examples tailored for Eric Carle’s A Very Hungry Caterpillar. With this guide, you will have the tools to make dialogic reading a rich, educational experience that cultivates both language development and STEM understanding. For more specific CROWD prompts and related activities, check out our selection of Storybook Conversations.

Adapting Dialogic Reading for Children with Disabilities If you are reading with a child with disabilities, dialogic reading can be adapted to meet their needs. Modifying the book or using digital versions can create a more accessible reading experience that invites every child to participate. Here are a few ideas:

• Use props or visual supports to help children follow the story.
• Modify questions based on the child’s communication style or abilities.
• Offer opportunities for the child to participate in different ways, such as pointing, making choices, or using communication devices.

To assist with these adaptations, STEMIE’s A Guide to Book Adaptations and A How To Guide for Book Adaptations provide practical strategies for families and early childhood  educators. This guide offers suggestions for modifying books to enhance accessibility, such as simplifying text or incorporating tactile elements. By implementing these adaptations, you can ensure that all children, regardless of their abilities, can actively participate in dialogic reading and enjoy the storytelling experience.

By adopting dialogic reading and its adaptable strategies, educators and families can foster an inclusive and stimulating learning environment for all children. These techniques not only enhance language and literacy skills but also lay the foundation for STEM education in a playful and engaging manner. With the resources provided by STEMIE, such as guides and tailored prompts, anyone can create enriching reading experiences that cater to the diverse needs of young learners, ensuring that the joy of storytelling is accessible to every child.