Journalartikel

Jahr der Veröffentlichung: 2013

Seiten: 229-239

Zeitschrift: German Journal of Educational Psychology

Bandnummer: 27

Heftnummer: 4

ISSN: 1010-0652

eISSN: 1664-2910

Open Access Status: Hybrid

DOI Link: https://doi.org/10.1024/1010-0652/a000109

Verlag: Hogrefe

Abstract: 
Dialogic reading has been demonstrated to be an effective strategy to enhance young children's language proficiency (Mol, Bus, de Jong & Smeets, 2008). In the present study we investigated the validity of these findings for preschool children with a migrant background when dialogic reading is conducted in a small group setting in German preparatory language courses. 45 preschool children with language deficits who had been assigned to a preparatory language course were included in the study. Based on a matching procedure, half of the children were assigned to the experimental group and subsequently received a dialogic reading intervention as a substitute for their conventional language lessons. The other half remained in their regular language course. Results suggest that dialogic reading, i.e. the consequent application of facilitative interaction techniques, is effective for second language learners in a German preschool setting. During the intervention, the experimental group displayed significantly larger increases in a standardized language test than the control group participating in a regular language course for children with a migrant background.

Harvard-Zitierstil: Ennemoser, M., Kuhl, J. and Pepouna, S. (2013) Evaluation of a Dialogic Reading Program to Improve Language Proficiency in Children with a Migrant Background, German Journal of Educational Psychology, 27(4), pp. 229-239. https://doi.org/10.1024/1010-0652/a000109

APA-Zitierstil: Ennemoser, M., Kuhl, J., & Pepouna, S. (2013). Evaluation of a Dialogic Reading Program to Improve Language Proficiency in Children with a Migrant Background. German Journal of Educational Psychology. 27(4), 229-239. https://doi.org/10.1024/1010-0652/a000109