%0 Journal Article
%T Using dialogic reading strategies to promote social
%A Amy L Cook
%A Angel Fettig
%A Kaitlin Gould
%A Laura Morizio
%A Lauren Brodsky
%J Journal of Early Childhood Research
%@ 1741-2927
%D 2018
%R 10.1177/1476718X18804848
%X As educators begin to understand the need for a social-emotional learning curriculum for young students, finding opportunities to implement a curriculum that supports studentsĄŻ social-emotional development is important. Research supports that using shared reading opportunities that are common in young studentsĄŻ in-school and out-of-school routines to embed social-emotional learning could have potential impact for young studentsĄŻ social emotional as well as academic development. This article describes an exploratory mixed-methods case study that examines the use of dialogic book reading strategies in promoting social-emotional skills of young elementary students in an after-school program in the United States. A pre¨Cpost case study design was employed to examine preliminary social-emotional outcomes. In addition, parent interviews were conducted to explore the perceived benefits of the intervention in the home environment. The results suggest that dialogic reading may be a helpful strategy to promote young studentsĄŻ social-emotional learning. The implications for research and practice are discussed
%K case study
%K early childhood education and care
%K elementary school
%K out-of-school-hours care
%K social and emotional development
%U https://journals.sagepub.com/doi/full/10.1177/1476718X18804848