Language Use During Face-to-Face and Virtual Shared Book Reading

This research project aims to to determine whether online training can change teachers’ language use during shared book reading, determine the effect of context—virtual or face-to-face—on teachers’ language use during shared book reading, and, determine the effect of context on children’s language use during shared book reading.

• Sponsor
  Deal Center for Early Language & Literacy, Georgia College and State University
  $49,389
• Principal investigator
  Hannah Krimm
  Assistant Professor, Department of Communications Sciences and Special Education
• Active since
  January 2022

Abstract

The overarching purpose of this implementation science project is to determine whether online training for dialogic reading, designed by the PI, is a viable means for promoting the four Get Georgia Reading pillars in preschool classrooms.

Our specific aims are:

• To determine whether online training can change teachers’ language use during shared book reading
• To determine the effect of context—virtual or face-to-face—on teachers’ language use during shared book reading
• To determine the effect of context—virtual or face-to-face—on children’s language use during shared book reading

To accomplish these aims, the research team partnered with community organizations that serve preschool children, including those in Georgia’s pre-K program. Using quasi-experimental and observational research designs, the team will assess teachers’ language use during shared book reading before and after online training and in two contexts: virtual and face-to-face. Ultimately, the team expects to make the training freely accessible to promote language nutrition, access, positive learning climate, and teacher preparation and effectiveness in Georgia preschool classrooms.