Making Dialogic Reading Support More Accessible for Families: A Randomized Controlled Trial of an Online Education Program to Strengthen Caregiver Strategy Use.
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| Title: | Making Dialogic Reading Support More Accessible for Families: A Randomized Controlled Trial of an Online Education Program to Strengthen Caregiver Strategy Use. |
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| Authors: | Garcia-Salas, Miguel1 mg250@uark.edu, Wood, Carla2 |
| Source: | American Journal of Speech-Language Pathology. Jul2026, Vol. 35 Issue 4, p1465-1481. 17p. |
| Subject Terms: | *Reading, *Data analysis, *Educational outcomes, *Caregivers, *Pre-tests & post-tests, *Communication, *Interpersonal relations, *Comparative studies, *Language acquisition, *Children, Consensus (Social sciences), Medical care, Statistical sampling, Blind experiment, Internet, Randomized controlled trials, Descriptive statistics, Statistics, Intraclass correlation, Patient participation |
| Geographic Terms: | Florida |
| Abstract: | Purpose: This study examined the impact of the Dialogic Reading Education through Accessible Modules (DREAM) program, an asynchronous, online caregiver education program. The primary purpose was to evaluate whether DREAM improved caregivers' knowledge and use of dialogic reading (DR) strategies as well as child utterances and caregiver--child conversational engagement during shared book reading (SBR). Method: Forty-two caregiver--child dyads with children aged 3-5 years were randomly assigned to the DREAM group (n = 22) or a waitlist-control group (n = 20). Participating caregivers were primarily highly educated and reported no prior exposure to DR, and most children had typically developing language abilities. DREAM consisted of three 30- to 45-min modules featuring interactive lessons, modeling videos, and reflection activities. Pre- and posteducation assessments measured caregiver DR knowledge and caregiver--child SBR sessions coded for caregiver prompting and responsive behaviors, child utterances, and dyadic conversations. Linear mixed-effects models tested Time x Group effects. Results: Caregivers completing DREAM demonstrated significantly greater gains than controls in DR knowledge (d = 0.76), overall prompting frequency (d = 2.21), and DR-specific prompts (d = 2.65). Post hoc and descriptive analyses also revealed significant but more modest increases in caregiver responsive behaviors such as evaluation, expansion, and repetition. Children in the DREAM group also produced more utterances (d = 1.98) and participated in more frequent conversations (d = 1.87). Caregivers reported high feasibility and acceptability. Conclusions: DREAM strengthened caregiver knowledge and use of DR prompting strategies, with accompanying improvements in child participation and dyad conversations during SBR. Findings provide preliminary evidence that asynchronous, online caregiver education rooted in adult learning principles can support caregiver behavior change and show promise for strengthening family-centered language interactions. However, additional work is needed to determine how to promote broader uptake of the full range of DR strategies in asynchronous, online formats. [ABSTRACT FROM AUTHOR] |
| Copyright of American Journal of Speech-Language Pathology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195279684 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Making Dialogic Reading Support More Accessible for Families: A Randomized Controlled Trial of an Online Education Program to Strengthen Caregiver Strategy Use. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Garcia-Salas%2C+Miguel%22">Garcia-Salas, Miguel</searchLink><relatesTo>1</relatesTo><i> mg250@uark.edu</i><br /><searchLink fieldCode="AR" term="%22Wood%2C+Carla%22">Wood, Carla</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22American+Journal+of+Speech-Language+Pathology%22">American Journal of Speech-Language Pathology</searchLink>. Jul2026, Vol. 35 Issue 4, p1465-1481. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Data+analysis%22">Data analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Caregivers%22">Caregivers</searchLink><br />*<searchLink fieldCode="DE" term="%22Pre-tests+%26+post-tests%22">Pre-tests & post-tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Communication%22">Communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Interpersonal+relations%22">Interpersonal relations</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Consensus+%28Social+sciences%29%22">Consensus (Social sciences)</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+care%22">Medical care</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+sampling%22">Statistical sampling</searchLink><br /><searchLink fieldCode="DE" term="%22Blind+experiment%22">Blind experiment</searchLink><br /><searchLink fieldCode="DE" term="%22Internet%22">Internet</searchLink><br /><searchLink fieldCode="DE" term="%22Randomized+controlled+trials%22">Randomized controlled trials</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics%22">Statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Intraclass+correlation%22">Intraclass correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Patient+participation%22">Patient participation</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Florida%22">Florida</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: This study examined the impact of the Dialogic Reading Education through Accessible Modules (DREAM) program, an asynchronous, online caregiver education program. The primary purpose was to evaluate whether DREAM improved caregivers' knowledge and use of dialogic reading (DR) strategies as well as child utterances and caregiver--child conversational engagement during shared book reading (SBR). Method: Forty-two caregiver--child dyads with children aged 3-5 years were randomly assigned to the DREAM group (n = 22) or a waitlist-control group (n = 20). Participating caregivers were primarily highly educated and reported no prior exposure to DR, and most children had typically developing language abilities. DREAM consisted of three 30- to 45-min modules featuring interactive lessons, modeling videos, and reflection activities. Pre- and posteducation assessments measured caregiver DR knowledge and caregiver--child SBR sessions coded for caregiver prompting and responsive behaviors, child utterances, and dyadic conversations. Linear mixed-effects models tested Time x Group effects. Results: Caregivers completing DREAM demonstrated significantly greater gains than controls in DR knowledge (d = 0.76), overall prompting frequency (d = 2.21), and DR-specific prompts (d = 2.65). Post hoc and descriptive analyses also revealed significant but more modest increases in caregiver responsive behaviors such as evaluation, expansion, and repetition. Children in the DREAM group also produced more utterances (d = 1.98) and participated in more frequent conversations (d = 1.87). Caregivers reported high feasibility and acceptability. Conclusions: DREAM strengthened caregiver knowledge and use of DR prompting strategies, with accompanying improvements in child participation and dyad conversations during SBR. Findings provide preliminary evidence that asynchronous, online caregiver education rooted in adult learning principles can support caregiver behavior change and show promise for strengthening family-centered language interactions. However, additional work is needed to determine how to promote broader uptake of the full range of DR strategies in asynchronous, online formats. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of American Journal of Speech-Language Pathology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195279684 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.23641/asha.32015064 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 1465 Subjects: – SubjectFull: Reading Type: general – SubjectFull: Data analysis Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Caregivers Type: general – SubjectFull: Pre-tests & post-tests Type: general – SubjectFull: Communication Type: general – SubjectFull: Interpersonal relations Type: general – SubjectFull: Comparative studies Type: general – SubjectFull: Language acquisition Type: general – SubjectFull: Children Type: general – SubjectFull: Consensus (Social sciences) Type: general – SubjectFull: Medical care Type: general – SubjectFull: Statistical sampling Type: general – SubjectFull: Blind experiment Type: general – SubjectFull: Internet Type: general – SubjectFull: Randomized controlled trials Type: general – SubjectFull: Descriptive statistics Type: general – SubjectFull: Statistics Type: general – SubjectFull: Intraclass correlation Type: general – SubjectFull: Patient participation Type: general – SubjectFull: Florida Type: general Titles: – TitleFull: Making Dialogic Reading Support More Accessible for Families: A Randomized Controlled Trial of an Online Education Program to Strengthen Caregiver Strategy Use. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Garcia-Salas, Miguel – PersonEntity: Name: NameFull: Wood, Carla IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 10580360 Numbering: – Type: volume Value: 35 – Type: issue Value: 4 Titles: – TitleFull: American Journal of Speech-Language Pathology Type: main |
| ResultId | 1 |
