The effectiveness of an online dialogic reading intervention for improving the oral language skills of children attending a DEIS school in Ireland

Abstract

Background: Dialogic Reading (DR) is a well-established, evidence-based, interactive reading intervention. Research indicates that children from low-socioeconomic backgrounds benefit less well from this intervention than children from high-socioeconomic backgrounds, with contributing factors suggested as parents’ self-efficacy and perceived competency. The current study aimed to address limitations as highlighted in previous research and adequately support this population’s specific needs using online intervention sessions.

Methods: A cluster-randomised controlled experiment was used to investigate the effectiveness of an online, six-session, parent-led DR intervention on children’s oral language skills, as assessed by standardised measures of expressive and receptive language. Twenty-two parent-child dyads attending an urban DEIS school were pair-matched cluster randomised into two conditions: intervention and waitlist control. Participating children were aged between 50 and 95 months. Parents were instructed to read at home with their children between intervention sessions, which took place over 8 weeks. Parents’ implementation fidelity was monitored via check-ins during online sessions and phone calls.

Results: Results of three separate mixed-model repeated-measures ANOVAs indicate that the intervention was ineffective at significantly improving young children’s oral language skills, compared to waitlist control. Participating parents’ level of participation decreased over the course of 8 weeks.

Conclusion: Due to challenges associated with parents’ engagement, it was not possible to definitively conclude whether this online, parent-led DR intervention can significantly impact children’s language skills. Practical implications for implementing a DR intervention with at-risk populations within an Irish context are discussed in terms of the findings. Factors which may contribute to this population’s responsiveness to intervention and directions for future studies are explored.