Priscilla Fung
The Impact of a Dialogic Reading Program on Deaf and Hard-of-Hearing Kindergarten and Early Primary School-Aged Students in Hong Kong
present study investigated effects special interactive dialogic reading method developed whitehurst et al 1988 deaf hardofhearing children hong kong twentyeight deaf hardofhearing children kindergarten first second grade pretested receptive vocabulary test assigned one three conditions dialogic reading typical reading control age degree hearing loss matched 8week intervention children retested dialogic reading group significantly greater improvement vocabulary scores two groups parentchild interactions high quality use pictorial materials likely key successful factors program educational value intervention discussed