Abstract

ROGOSKI, Bianca da Nóbrega et al. Comprehension after dialogic reading: effects of prompts, probes and differential reinforcement based on narrative functions. Perspectivas [online]. 2015, vol.6, n.1, pp. 48-59. ISSN 2177-3548.

Shared reading is considered an important strategy for language development. Dialogic reading is a type of shared reading in which the adult reads out loud while asking questions and offering feedback about illustrations and text. This study assessed the effects of dialogic reading on comprehension of a children's novel by two boys, aged 9 and 10. Data collected in a previous study with the same subjects showed little effects of interventions and served as baseline for changes implemented in the present investigation which consisted in improving scaffolding by providing prompts based on important narrative functions and following answers with feedback in accordance with the child´s performance. Both showed gains in story comprehension in comparison to baseline data. Results are discussed in light of the importance, for boosting comprehension, of planning prompts, probes and consequences based on relevant thematic dimensions of the story, an aspect seldom underlined in studies on the effects of dialogic reading.

Keywords : dialogic reading; verbal behavior; comprehension; narrative.

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