Dialogic Reading as a Complementary Intervention for Children with Developmental Language Disorder: Multi-Domain Outcomes
Reading and Writing Quarterly, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1080/10573569.2026.2669638
- Dergi Adı: Reading and Writing Quarterly
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Communication Abstracts, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), MLA - Modern Language Association Database, Psycinfo
- Hacettepe Üniversitesi Adresli: Evet
Özet
Children with developmental language disorder (DLD) often face co-occurring challenges in phonological working memory (WM) and emotion regulation (ER), yet early interventions typically focus narrowly on language development. This study investigated the impact of integrating dialogic reading (DR) into Responsive Teaching (RT), an empirically validated caregiver-mediated intervention, on multiple developmental domains in children with DLD. Thirty children aged 48 to 72 months were randomly assigned to either an RT-only control group or an experimental group receiving both DR and RT. Standardized assessments were administered at pre-intervention, post-intervention, and 12-week follow-up to evaluate receptive language (TELD), phonological WM (nonword repetition), and ER (Emotion Regulation Checklist). Findings revealed that children in the DR+RT group showed significantly greater improvements in receptive language, phonological WM, and ER compared to the RT-only group. Notably, WM gains emerged immediately post-intervention, while gains in language and ER became more evident during follow-up. These results align with developmental models of executive functioning and self-regulation and support the use of DR as a multi-domain, caregiver-mediated approach to early intervention.