Abstract

Dialogic reading is an instructional strategy that has shown promise for supporting the reading development of children

both with and without disabilities. Specifically, there may be positive effects of vocabulary knowledge, morphological

knowledge, participation during reading, and emergent literacy skills. However, the knowledge base on the efficacy of

dialogic reading with informational text is extremely limited. In addition, there are much available data on the use of dialogic

reading with deaf students. The current study describes a multiple baseline single-case design study of a dialogic reading

approach used with a deaf student enrolled in upper elementary school. Findings show promise for the dialogic reading

approach for use with this genre and this population, though further research is necessary.