Abstract

Seven mothers were taught the same language support strategies, in one of two conditions: dialogic reading or elaborative reminiscing with their child. They were also supported in using these strategies over a 6-week period.

The frequency, distribution, and diversity of mothers' strategies were examined before and after the intervention, in two tasks: reading a storybook and reminiscing about a past event. Mothers were also interviewed about their experience and perceptions of dialogic reading or elaborative reminiscing. Additionally, children’s narrative and vocabulary skills were examined.

Mothers in the dialogic reading condition used strategies more frequently than those in the elaborative reminiscing condition on the storybook and reminiscing tasks, as revealed by descriptive statistics. Surprisingly, mothers in the reminiscing condition used fewer strategies in the reminiscing task at posttest than at pretest. Descriptively, mothers also showed changes at posttest in their distribution of strategy types, notably greater use of WH questions during both the storybook and reminiscing tasks. All mothers increased their diversity of strategy types on the reminiscing task.

Following the intervention, the children showed improvements in fictional and personal storytelling and receptive vocabulary. Expressive vocabulary and story comprehension did not show an effect. The findings suggest that dialogic reading or elaborative reminiscing, implemented by mothers, has positive effects on certain aspects of children's narrative and vocabulary skills. Nuances in mothers' strategy use across conditions and their impact on children’s language skills merit further investigation.