%0 Journal Article
%T Effects of Dialogic Reading on the Creativity Development of a Chinese Student
%A Li Cheng
%A Wei Xu
%A Qiushuang Gao
%A Xiaochen Ma
%A Yuexin Zhang
%J Creative Education
%P 2371-2389
%@ 2151-4771
%D 2021
%I Scientific Research Publishing
%R 10.4236/ce.2021.1210179
%X This study aimed to explore the effectiveness of Picture Book-based Dialogic&nbsp;Reading<span style=\"white-space:normal;font-size:10pt;font-family:;\" \"=\"\"> </span><span style=\"white-space:normal;font-size:10pt;font-family:;\" \"=\"\">(PBbDR) in enhancing a 3<sup>rd</sup></span><span style=\"white-space:normal;font-size:10pt;font-family:;\" \"=\"\"> </span><span style=\"white-space:normal;font-size:10pt;font-family:;\" \"=\"\">grader¡¯s creativity. The intervention pr</span><span style=\"white-space:normal;font-size:10pt;font-family:;\" \"=\"\">ogram of picture book-based dialogic reading included four reading steps (PEER), and five prompt methods (CROWD). PEER is an acronym of Prompt, Evaluate, Expand and Repeat, and CROWD is an acronym of Completion prompts,&nbsp;Recall prompts, Open-ended prompts, Wh prompts, and Distancing prompts. We adopted a multiple-baseline design across three behaviors (language divergence, graphic divergence, and language convergence). The results indicated that the scores of three behaviors were improved after intervention, and had a good maintenance and generalization effect. The results were discussed and social validity was also obtained.</span>
%K Dialogic Reading
%K Picture Book
%K Language Divergence
%K Language Convergence
%K Graphic Divergence
%U http://www.scirp.org/journal/PaperInformation.aspx?PaperID=112721