Article
Using dialogic reading strategies to promote social-emotional skills for young students: An exploratory case study in an after-school program
Journal of Early Childhood Research
(2018)
Abstract
As educators begin to understand the need for a social-emotional learning curriculum for young students, finding opportunities to implement a curriculum that supports students’ social-emotional development is important. Research supports that using shared reading opportunities that are common in young students’ in-school and out-of-school routines to embed social-emotional learning could have potential impact for young students’ social emotional as well as academic development. This article describes an exploratory mixed-methods case study that examines the use of dialogic book reading strategies in promoting social-emotional skills of young elementary students in an after-school program in the United States. A pre–post case study design was employed to examine preliminary social-emotional outcomes. In addition, parent interviews were conducted to explore the perceived benefits of the intervention in the home environment. The results suggest that dialogic reading may be a helpful strategy to promote young students’ social-emotional learning. The implications for research and practice are discussed.
Disciplines
Publication Date
2018
Citation Information
Angel Fettig, Amy Cook, Laura Jean Morizio, Kaitlin M. Gould, et al.. "Using dialogic reading strategies to promote social-emotional skills for young students: An exploratory case study in an after-school program" Journal of Early Childhood Research (2018) Available at: http://works.bepress.com/amy_cook/52/