Document Type
Article
Publication Date
Fall 2025
Abstract
This inquiry-based capstone study examines how dialogic and interactive shared reading practices support oral language development and peer engagement among ELL preschool learners. Rooted in the framework of practitioner research, the project investigates how intentional teacher questioning, open-ended prompts, and structured peer-talk opportunities transform traditional read-aloud sessions into language-rich, participatory experiences. Conducted in an urban Head Start Pre-K classroom of fifteen full day students, with a focus group of ELL and special education learners, the six-week intervention implemented dialogic reading strategies 4–5 times per week. Data was collected through observation rubrics, teacher reflection journals, student artifacts, and short video analyses. Findings from the literature suggest that dialogic reading fosters expressive vocabulary, narrative ability, and engagement when teachers intentionally scaffold and extend student responses. Through systematic observation, this study aims to identify the teacher’s actions and environmental conditions that most effectively promote authentic dialogue and equitable language opportunities during shared reading. The results are intended to inform classroom practice by providing actionable strategies for fostering oral language growth and inclusive participation among diverse Pre-K learners.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Early Childhood Education Commons