| 标题 | How does dialogic reading works for the children who have the literacy difficult |
| 范文 | 【Abstract】Dialogic reading is one of interventions for the children who have the literacy difficult， this paper is explained the Vygotskys zone of proximal and Bandura' s social learning theory behind this intervention and explained why it works for the children who has the literacy difficult. 【Key words】dialogic reading， Vygotskys zone of proximal; Bandura' s social learning theory 【作者簡介】王逸茗（1990-），女，回族，英国诺丁汉大学，教育学专业硕士。 Ⅰ.Introduction Most of the children can improve their vocabulary very quickly during the preschool age （Anglin 1993）， but for some of the children， vocabulary acquisition is more complicated. The individual difference in vocabulary development may have a long-term effect， and the vocabularies are also played an essential role in childrens literacy development. So， the early intervention for children with slow vocabulary development is necessary （Hargrave and Sénéchal， 2000）. Dialogic reading is one of the interventions try to help children who have the literary difficult. It is first to come up by Whitehurst et al. （1988）， it is a particular way of sharing reading through multiple group reading and small group discussion. Adults by using strategic questioning and responding to encourage children to talk when they are reading the books to improve their vocabulary eventually （Doyle and Bramwell， 2006）. This paper explained the Vygotskys zone of proximal and Bandura‘s social learning theory about dialogic reading and why it works as an intervention for children who have the literary difficult. Ⅱ.Zone of proximal development Vygotsky developed a zone of proximal development in the late 1920s. Vygotsky thinks Children have at least two development level. The first level is the current development level of students， and the second level is the higher level of problem-solving with the help of others under the guidance. The difference between these two levels is called the “zone of proximal development” （Shabani， Khatib and Ebadi， 2010）. In other words， Vygotskys believes that with an adults help， children can learn new skills. But it seems like the Wertsch （2008） have different options， he believes that in order to achieve the level of self-regulation about the skills， the child must be able to fully understand the words， context situations， and instructions of the task to make sure that the Children establish and maintain consistency between their actions and adults speech. In other words， when adults try to help the child， they need to know the childs understanding of the current situation. Lonigan et al. （2007） pointed out what the adults need to do during the reading， first by asking the simple questions which the children can answer them individually to start to build the conversation with the children. Second， adults can start to ask children some open questions， during this stage the adults can provide some help for the children to answer these questions. Such as explaining the meaning of target words. Explain the meaning of the words to the children will have more significant gains in the vocabulary than just read them （Elley 1989）. Third， after repeating reading the story to the children， they start knowing the story better， and the adults can start asking more deeper questions and encourage them to learn new vocabularies and be able to retell the stories. During the dialogic reading， adults also need to adjust the reading style， and the questions based on the childs existing language level， then provide help for their literary development （Hargrave and Sénéchal， 2000）. There are three principles during dialogic reading. They are evocative techniques， adults feedback and progressive change （Arnold et al.， 1994）. Adults asking questions and give feedback， correcting， modeling and encourage the children to finish some challenging tasks. Based on these strategies， dialogic reading can help children to improve their literacy. Ⅲ.Social learning theory Bandura （1976） thinks the complex behavior of human beings is formed after birth. Some of the behavior is genetic， and some are affected by the environment. Based on his social learning theory， he thinks that the information can be pass in two different ways， first is learn from the direct experience and the second is learning it from the indirect way which means by observing others （Bajcar and B?bel， 2018）. There are two ways to learn new words， one is learning from the direct meaning of the phrase （Stahl 1997）， the other is learning from the verbal contexts （Elley1989）. The greatest advantage of dialogic reading is the children can learn the words in the story context （Penno et， al. 2002）. Robbins and Ehri （1994） found out that when the children listening to the stories twice without the adults explain the meaning of the new words they can still acquire new vocabulary. The characteristics of dialogic reading are guiding the conversation in a small group， and repeat reading will provide a meaningful environment for the children to learn the vocabulary （Doyle and Bramwell， 2006）. When adults are doing the dialogic reading with children， the book also has the potential to link the children with the characters experience （Doyle and Bramwell， 2006）. Children can learn certain skills from the characters， what to do and how to do it （Ladd & Mize， 1983）. Adults also can guide the children to reveal the social dynamics in the story and build a deeper understanding during the dialogic reading. These can be related to classroom learning or childrens life experience. When they are writing or talking about similar stories about themselves， their narratives will be more detail， accurate and coherent （Liwag &Stein， 1995）. Dialogic reading also can help the adults to build the good relationship with children to find out why some children have difficulties to read and write （Bus， Belsky， vanIJzendoorn & Crnik， 1997）. Adults can use childrens personal information to improve childrens motivation and make learning more meaningful. Such as， using childrens interest as a start point， provide some reading material related to their interest to contribute their motivation， to let them engagement more during the reading （Doyle and Bramwell， 2006）. Dialogic reading is trying to provide a useful environment to stimulate childrens potential to develop their literacy. Ⅳ.Conclusion In conclusion， reading， vocabulary and reading comprehension are the reciprocal relationship （Stanovich， 1986）. Based on Banduras social learning theory and Vygotsky ‘s Zone of proximal development， dialogic reading is providing a useful environment and also the children can get helps from the adults. It is an effective intervention to help them to develop their literacy. References： [1]Anglin， J.， Miller， G. and Wakefield， P. （1993）. Vocabulary Development： A Morphological Analysis[J]. Monographs of the Society for Research in Child Development， 58（10）， p.i. [2]Arnold， D.， Lonigan， C.， Whitehurst， G. and Epstein， J. （1994）. Accelerating language development through picture book reading： Replication and extension to a videotape training format[J]. Journal of Educational Psychology， 86（2）， pp.235-243. [3]Bajcar， E. and B?bel， P. （2018）. How Does Observational Learning Produce Placebo Effects？ A Model Integrating Research Findings[J]. Frontiers in Psychology， 9. [4]Bandura A. （1976）. Social Learning Theory[J]. 1st Edn， Upper Saddle River： Prentice-Hall. [5]Doyle， B. and Bramwell， W. （2006）. Promoting Emergent Literacy and Social-Emotional Learning Through Dialogic Reading[J]. The Reading Teacher， 59（6）， pp.554-564. [6]Hargrave， A. and Sénéchal， M. （2000）. A book reading intervention with preschool children who have limited vocabularies： the benefits of regular reading and dialogic reading[J]. Early Childhood Research Quarterly， 15（1）：75-90. [7]Ladd， G. and Mize， J. （1983）. A cognitive-social learning model of social-skill training[J]. Psychological Review， 90（2）， pp.127-157. [8]Liwag， M. and Stein， N. （1995）. Children′s Memory for Emotional Events： The Importance of Emotion-Related Retrieval Cues[J]. Journal of Experimental Child Psychology， 60（1）， pp.2-31. [9]Bus， A. and van Ijzendoorn， M. （1997）. Affective dimension of mother-infant picturebook reading[J]. Journal of School Psychology， 35（1）， pp.47-60. [10]Lonigan， C. J.， Clancy-Menchetti， J.， Phillips， B. M.， McDowell， K.， & Farver， J. （2007）. The literacy express comprehensive preschool curriculum[J]. 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