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Dialogic Instruction and Storybook on Children's Knowledge Construction: An Experimental Study on K2 & K3 Children.

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Title: Dialogic Instruction and Storybook on Children's Knowledge Construction: An Experimental Study on K2 & K3 Children.
Authors: Wu, Xuanyi Eliza (AUTHOR), Ko, James (AUTHOR), Sun, Jin (AUTHOR), Lee, Trevor (AUTHOR)
Source: Reading Psychology. Oct2025, Vol. 46 Issue 7, p680-714. 35p.
Subjects: Conservation projects (Natural resources), Conflict management, Reciprocal teaching, Early childhood education, Montessori schools, Cognitive development, Picture books
Geographic Terms: China
Abstract: Knowledge of conservation and conflict resolution is crucial for young children's academic and socio-emotional success. Dialogic instruction implemented in kindergarten classrooms is essential for young children's cognitive development and problem-solving abilities. Storybooks incorporate content knowledge and real-life experiences enhance children's knowledge-building processes. However, little is known about how dialogic instruction and storybooks with corresponding content knowledge influence children's knowledge construction. The objective of the current study was to explore their impact on kindergarten children's conservation and conflict resolution constructions. Participants were 120 K2 and K3 children recruited from a Montessori kindergarten with similar socioeconomic backgrounds in Kunming, China. Using a dialogic or non-dialogic approach, a pre-and post-test experimental design was applied to examine children's construction of conservation and conflict resolution before and after participating in three intervention sessions. The results indicated that dialogic instruction and storybooks with content knowledge could significantly but separately facilitate children's construction conservation and conflict resolution construction. Unlike conservation, dialogic instruction, but not storybook, can support children's conflict resolution as a form of social knowledge. The current study filled an essential gap in early childhood shared storybook reading literature, specifically in dialogic instruction and storybook with content knowledge, offering theoretical and practical insights. [ABSTRACT FROM AUTHOR]
Copyright of Reading Psychology is the property of Taylor & Francis Ltd 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: Psychology and Behavioral Sciences Collection
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Dialogic Instruction and Storybook on Children's Knowledge Construction: An Experimental Study on K2 & K3 Children.
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Wu%2C+Xuanyi+Eliza%22">Wu, Xuanyi Eliza</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ko%2C+James%22">Ko, James</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sun%2C+Jin%22">Sun, Jin</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lee%2C+Trevor%22">Lee, Trevor</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Reading+Psychology%22">Reading Psychology</searchLink>. Oct2025, Vol. 46 Issue 7, p680-714. 35p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Conservation+projects+%28Natural+resources%29%22">Conservation projects (Natural resources)</searchLink><br /><searchLink fieldCode="DE" term="%22Conflict+management%22">Conflict management</searchLink><br /><searchLink fieldCode="DE" term="%22Reciprocal+teaching%22">Reciprocal teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br /><searchLink fieldCode="DE" term="%22Montessori+schools%22">Montessori schools</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+development%22">Cognitive development</searchLink><br /><searchLink fieldCode="DE" term="%22Picture+books%22">Picture books</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Knowledge of conservation and conflict resolution is crucial for young children's academic and socio-emotional success. Dialogic instruction implemented in kindergarten classrooms is essential for young children's cognitive development and problem-solving abilities. Storybooks incorporate content knowledge and real-life experiences enhance children's knowledge-building processes. However, little is known about how dialogic instruction and storybooks with corresponding content knowledge influence children's knowledge construction. The objective of the current study was to explore their impact on kindergarten children's conservation and conflict resolution constructions. Participants were 120 K2 and K3 children recruited from a Montessori kindergarten with similar socioeconomic backgrounds in Kunming, China. Using a dialogic or non-dialogic approach, a pre-and post-test experimental design was applied to examine children's construction of conservation and conflict resolution before and after participating in three intervention sessions. The results indicated that dialogic instruction and storybooks with content knowledge could significantly but separately facilitate children's construction conservation and conflict resolution construction. Unlike conservation, dialogic instruction, but not storybook, can support children's conflict resolution as a form of social knowledge. The current study filled an essential gap in early childhood shared storybook reading literature, specifically in dialogic instruction and storybook with content knowledge, offering theoretical and practical insights. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Reading Psychology is the property of Taylor & Francis Ltd 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.)
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1080/02702711.2025.2504976
    Languages:
      – Code: eng
        Text: English
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      Pagination:
        PageCount: 35
        StartPage: 680
    Subjects:
      – SubjectFull: Conservation projects (Natural resources)
        Type: general
      – SubjectFull: Conflict management
        Type: general
      – SubjectFull: Reciprocal teaching
        Type: general
      – SubjectFull: Early childhood education
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      – SubjectFull: Montessori schools
        Type: general
      – SubjectFull: Cognitive development
        Type: general
      – SubjectFull: Picture books
        Type: general
      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: Dialogic Instruction and Storybook on Children's Knowledge Construction: An Experimental Study on K2 & K3 Children.
        Type: main
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          Name:
            NameFull: Wu, Xuanyi Eliza
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            NameFull: Ko, James
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            NameFull: Sun, Jin
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            – D: 01
              M: 10
              Text: Oct2025
              Type: published
              Y: 2025
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            – TitleFull: Reading Psychology
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