CHAPTER I

INTRODUCTION
1.1 Background
Reading is window of world. Reading is one of the language skills that should
be learned by the students. Reading is a very important skill for student to achieve
success in both academic, future life, and for students psychological health
(McLaughlin, 2014).It is a learning process of transferring information from the
writer to the reader in written form. The author is the sender of information, ideas and
the reader is the receiver of the message. For decoding process by a reader, the reader
moves from graphology (letter) to semantics (meaning). Therefore, the aim of reading
is to attain an optimal level of comprehension of meaning. Reading gives many
advantages for students because they can receive more information after reading.
Besides all of the advantages of reading itself, sadly, most of students
considered reading as a boring activity that unconsciously makes them lack of
vocabulary and information. The less motivation of students also have an important
role in this issues. And it is exacerbated by the existency of miserable things that is
airing by television which is more interesting for them. Then another problem occurs,
that is decreasing the moral and character of students.
Based on the problem above, the use of big book for dialogic reading is one of
the solution to cure the problem. Dialogic Reading itself is an interactive shared
picture book reading practice designed to enhance young children's language and
literacy skills (Aboud, 2009). During the shared reading practice, the adult and the
child switch roles so that the child learns to become the storyteller with the assistance
of the adult who functions as an active listener and questioner. The new experience in
reading may give positive effect of students in learning English

CHAPTER II
REVIEW OF RELATED LITERATURE

Strategic of Dialogic Reading

 Dialogue, as a communication form consistent with the pluralistic ideals of a
democratic society, has long been embraced by educators concerned with empowering
their students to become independent thinkers and active citizens (Alina Reznitskayaa
& Nguyen-Jahield, 2009). Dialogic reading is the practice whereby a child and an
adult share a picture book, and focus on the picture book and the story through talk.
When most adults share a book with a pre-school child, they read and the child
listens. In dialogic reading, the adult helps the child become the teller of the story. The
adult becomes the listener, the questioner and the audience for the child (Whitehurst
in Kiely, 2014).
Research studies indicate that a dialogical approach to reading when the child has an
active part in the reading experience, talks about the story and asks and answers
questions about the story is more effective in developing oral language than when
adults just read the book to the child with little or no interaction. Dialogic story
reading not only develops oral vocabulary but also more complex language skills such
as grammar, listening comprehension, and the ability to form an argument and to
elaborate. These complex language skills are what make a difference to reading skills
in the middle grades in school.
Dialogic reading helps children to:
- use more words
- speak in longer sentences
- score higher on vocabulary tests
- demonstrate overall improvement in expressive language skills

STEP BY STEP
Use PEER and CRO WD
Dr Grover Whitehurst is an American developmental psychologist who originally
created the dialogic reading programme in the early 1990s. Whitehurst proposes a
reading technique called the PEER sequence, which is a way of interacting between
the adult and the child. The PEER sequence is an acronym for the following.
Prompts the child to say something about the book
Evaluates the childs response
Expands the childs response by rephrasing and adding information to it
Repeats the prompt to make sure the child has learned from the expansion.
An example of an interaction between an adult and a two-year-old child might go
something like this. The parent points to a cat in the book and says, What is this?
(visual prompt). The child answers A cat. The adult says, Thats right, (the
evaluation); a black cat (expansion). What is it again? Its a _____ ___(repetition)
(Whitehurst in Kiely, 2014 #14).
The adult might go on to enquire, Who do we know that has a cat? The child might
respond by talking about a relative or neighbor. This important strategy supports the
child in relating the story to their life experience. Dr Whitehurst calls it a distancing
prompt.
In all, he describes five prompts or comments to encourage the child to say
something, and describes these by using another acronym called
CROWD:
Completion prompts
You allow the child to finish your sentence. The child understands what to do
by the upward inflection on your voice towards the end of the sentence and the
blank left by you. For example, Molly knew Patch was happy because he
wagged and wagged his ______.
Recall prompts
These prompts happen when you want to re-read a book that you have already
read with the child. You might ask the child, Can you help me remember
where Molly brought Patch for a walk? This encourages children to respond
and makes the relationship more egalitarian if you are recalling together,
musing and mulling over matters together, rather than putting the child on the
spot by asking a direct question.
Open-ended prompts
Dr. Whitehurst says that these prompts tend to focus on the pictures in books
and they work best if the pictures are rich in detail. The idea behind open-
ended prompts is to encourage a narrative flow from the child. Just like with
the recall prompt above, it is better to speculate with the child than to ask a
direct question. So instead of saying, What do you see here? it might be more
beneficial or productive to say something like, Mm, I wonder what is going
on here... then leave a pause. Hopefully the child will fill the gap.
Wh- prompts
These are what, where, when and why questions. These are not open
ended questions, but they serve a good purpose, in that they support children
in deepening their focus.
 Distancing prompts
These require children to make a link between the book and the real world.
For example, when Hansel and Gretel get lost in the woods, the adult might
recall with the child a time they got lost in a department store. Story helps to
build identity. By empathizing with characters and comparing their dilemmas
with the childs life experience, it helps to make the story meaningful for the
child and to find resonance for their life.
It should be noted, not to interrupt the first reading of the story too much
The prompts described here are likely to break up the flow of the story, so it is not
advisable to use them during the first reading of the story to the child. Biemiller and
Boote in (Kiely, 2014) tell us, for example, that children dislike interruptions for word
explanations when the story is being read for the first time. However, they dont mind
interruptions during subsequent readings
After several readings and explorations of the book together over three to five days,
the child should begin to take over the story and the adult reader is often told, Ill say
it. The repetition of the story is important for younger children (two to six-year-olds)
because it builds their vocabulary

REFFERENCES
Aboud, A. O. S. e. S. A. F. E. (2009). The effect of preschool dialogic reading on
vocabulary among rural Bangladeshi children. International Journal of
Educational Research, 48, 11-20. doi: 10.1016/j.ijer.2009.02.008
Alina Reznitskayaa, L.-J. K., Ann-Marie Clarkc, Brian Millerd, May Jadallahd,, &
Nguyen-Jahield, R. C. A. a. K. (2009). Collaborative Reasoning: A Dialogic
Approach to Group Discussions. Cambridge Journal of Education, 39(1), 29-
48. doi: 10.1080/03057640802701952
Diana Brannon, Linda Dauksas, Nancy Coleman, Laura Israelson, Tionia Williams.
(2013). Measuring the Effect That the Partners Dialogic Reading Program
Has on Preschool Childrens Expressive Language. Creative Education,
Volume 4, 14-17.
Kiely, J. (2014). All about : Dialogic Reading.
McLaughlin, S. A. B. T. F. (2014). A BRIEF REVIEW DETAILING THE EFFECTIVENESS
OF DIRECT INSTRUCTION READING ON ENGLISH LANGUAGE LEARNERS
WITH LEARNING DISABILITIES. International Journal of English and
Education, Volume 3(Issue 3).