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Dialogic Book Reading Intervention for Children with DLD across Different Languages and Cultural Settings: An International Feasibility Study

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Title: Dialogic Book Reading Intervention for Children with DLD across Different Languages and Cultural Settings: An International Feasibility Study
Language: English
Authors: Melanie Ferk-Dornstauder (ORCID 0000-0001-5986-0337), Edith Kouba Hreich (ORCID 0000-0002-6086-2046), Margarita Stankova (ORCID 0000-0003-3044-1440), Nouhad Abou Melhem (ORCID 0000-0003-3826-7782), Elena Boyadzhieva-Deleva (ORCID 0000-0002-9066-3582), Ludivine Plez, Ana Matic Škoric (ORCID 0000-0003-3699-2067), Elin Thordardottir (ORCID 0000-0002-0102-9679)
Source: Child Language Teaching and Therapy. 2025 41(3):238-263.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 26
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Language Impairments, Developmental Delays, Intervention, Interaction, Books, Reading Strategies, Program Effectiveness, Language Usage, Foreign Countries, Dialogs (Language), Young Children, Cultural Differences
Geographic Terms: Bulgaria, Lebanon, Austria (Vienna)
DOI: 10.1177/02656590251381506
ISSN: 0265-6590
1477-0865
Abstract: Intervention studies targeting developmental language disorder (DLD) have been conducted mainly with monolingual English-speaking children and bilingual children learning English. There is a need to explore the application of current methods to more languages. However, adapting an existing intervention to other languages can be a daunting task as it is not necessarily clear which aspects need modification. This article presents pilot studies that were conducted to explore the applicability of dialogic book reading (DBR) to three languages and countries, and to clarify methodological aspects of the intervention in preparation for the development of a protocol for a larger international efficacy study to be conducted across several languages and countries. The article describes an iterative process conducted by an international team, which included group work on the creation and adaptation of intervention materials, as well as three feasibility clinical trials conducted at different stages of the iterative process in Bulgaria, Austria and Lebanon. Each trial addressed methodological aspects of DBR implementation, including the number and types of books to use in total and per session, the length of sessions, the number and type of target words in total and per session and the types of probes used to keep track of intervention gains. In addition to shedding light on methodological aspects of the implementation of DBR, the study describes the iterative process undertaken by the research team, which could serve as a model or inspiration to other international teams.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489396
Database: ERIC
FullText Text:
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Items – Name: Title
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  Data: Dialogic Book Reading Intervention for Children with DLD across Different Languages and Cultural Settings: An International Feasibility Study
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  Label: Language
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  Data: English
– Name: Author
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  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Melanie+Ferk-Dornstauder%22">Melanie Ferk-Dornstauder</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5986-0337">0000-0001-5986-0337</externalLink>)<br /><searchLink fieldCode="AR" term="%22Edith+Kouba+Hreich%22">Edith Kouba Hreich</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6086-2046">0000-0002-6086-2046</externalLink>)<br /><searchLink fieldCode="AR" term="%22Margarita+Stankova%22">Margarita Stankova</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3044-1440">0000-0003-3044-1440</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nouhad+Abou+Melhem%22">Nouhad Abou Melhem</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3826-7782">0000-0003-3826-7782</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elena+Boyadzhieva-Deleva%22">Elena Boyadzhieva-Deleva</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9066-3582">0000-0002-9066-3582</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ludivine+Plez%22">Ludivine Plez</searchLink><br /><searchLink fieldCode="AR" term="%22Ana+Matic+Škoric%22">Ana Matic Škoric</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3699-2067">0000-0003-3699-2067</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elin+Thordardottir%22">Elin Thordardottir</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0102-9679">0000-0002-0102-9679</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Child+Language+Teaching+and+Therapy%22"><i>Child Language Teaching and Therapy</i></searchLink>. 2025 41(3):238-263.
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  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 26
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Language+Impairments%22">Language Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Delays%22">Developmental Delays</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Books%22">Books</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Strategies%22">Reading Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Dialogs+%28Language%29%22">Dialogs (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Differences%22">Cultural Differences</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Bulgaria%22">Bulgaria</searchLink><br /><searchLink fieldCode="DE" term="%22Lebanon%22">Lebanon</searchLink><br /><searchLink fieldCode="DE" term="%22Austria+%28Vienna%29%22">Austria (Vienna)</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/02656590251381506
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0265-6590<br />1477-0865
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Intervention studies targeting developmental language disorder (DLD) have been conducted mainly with monolingual English-speaking children and bilingual children learning English. There is a need to explore the application of current methods to more languages. However, adapting an existing intervention to other languages can be a daunting task as it is not necessarily clear which aspects need modification. This article presents pilot studies that were conducted to explore the applicability of dialogic book reading (DBR) to three languages and countries, and to clarify methodological aspects of the intervention in preparation for the development of a protocol for a larger international efficacy study to be conducted across several languages and countries. The article describes an iterative process conducted by an international team, which included group work on the creation and adaptation of intervention materials, as well as three feasibility clinical trials conducted at different stages of the iterative process in Bulgaria, Austria and Lebanon. Each trial addressed methodological aspects of DBR implementation, including the number and types of books to use in total and per session, the length of sessions, the number and type of target words in total and per session and the types of probes used to keep track of intervention gains. In addition to shedding light on methodological aspects of the implementation of DBR, the study describes the iterative process undertaken by the research team, which could serve as a model or inspiration to other international teams.
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  Data: 2025
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  Data: EJ1489396
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1489396
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        Value: 10.1177/02656590251381506
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      – Text: English
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      Pagination:
        PageCount: 26
        StartPage: 238
    Subjects:
      – SubjectFull: Language Impairments
        Type: general
      – SubjectFull: Developmental Delays
        Type: general
      – SubjectFull: Intervention
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      – SubjectFull: Interaction
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      – SubjectFull: Books
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      – SubjectFull: Reading Strategies
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      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Dialogs (Language)
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      – SubjectFull: Young Children
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      – SubjectFull: Cultural Differences
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      – SubjectFull: Bulgaria
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      – SubjectFull: Lebanon
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      – SubjectFull: Austria (Vienna)
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              Type: published
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