Using dialogic reading strategies to promote social-emotional skills for young students: An exploratory case study in an after-school program

Abstract

As educators begin to understand the need for a social-emotional learning curriculum for young students, finding opportunities to implement a curriculum that supports students’ social-emotional development is important. Research supports that using shared reading opportunities that are common in young students’ in-school and out-of-school routines to embed social-emotional learning could have potential impact for young students’ 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–post 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 students’ social-emotional learning. The implications for research and practice are discussed.