Developing Emergent Literacy Skills of English Language Learners Through Dialogic Reading: A Systematic Review

Methodology

The systematic review adhered to PRISMA guidelines. Six studies met the inclusion criteria for the review. The methodological quality, relevance, and evidence of these studies were evaluated using Gough’s (2007) Weight of Evidence framework, ensuring a comprehensive assessment of the research used.

Abstract

Developing early emergent literacy skills is crucial for academic success, but English Language Learners (ELLs) often face difficulties in this area compared to their English-speaking peers. This systematic review, following PRISMA procedures and evaluating 6 studies using Gough’s (2007) Weight of Evidence framework, aimed to assess the impact of dialogic reading interventions on ELLs' emergent literacy. The findings suggest that dialogic reading is effective for improving emergent oral language skills in ELLs, but less so for emergent reading or writing skills. The study discusses implications for both practice and future research.

Key Findings

The review revealed that dialogic reading interventions are effective in enhancing the emergent oral language skills of English Language Learners. However, the interventions were not found to be as effective in developing their emergent reading and writing skills. This suggests that while dialogic reading supports verbal development, other strategies might be needed for comprehensive literacy acquisition in ELLs.