Dialogic reading in the promotion of cognitive, emotional and behavioural profiles in early childhood

Abstract

In this article we present the results of a research with early childhood in which the incidence of dialogical reading was established in the cognitive, emotional and behavioral profiles in a group of children aged 4 to 5.  An experimental intervention was carried out in school and family contexts, where previously trained parents and teachers applied the dialogical reading techniques of Whitehurst (1988), using album books.  Parents were guided with a mobile app called FamiLectura, which was built for this research.  The study was quasi-experimental, with a pre test-post test design and a control group. The results indicated significant increases in memory and recovery domains, comprehensive and expressive language, in addition to important variations in emotional skills, such as the recognition and expression of emotions.