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The Impact of a Dialogic Reading Program on Deaf and Hard-of-Hearing Kindergarten and Early Primary School–Aged Students in Hong Kong
The Chinese University of 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.
Correspondence should be sent to Catherine McBride-Chang, Psychology Department, The Chinese University of Hong Kong, Shatin, N.T., Hong Kong (e-mail: cmcbride{at}psy.cuhk.edu.hk).
Received June 8, 2004; revised August 27, 2004; accepted September 2, 2004
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