What is it about?
Many parents are told to read with their children, but fewer are shown how to turn reading into a powerful learning moment. This study tested an online program called DREAM (Dialogic Reading Education through Accessible Modules), designed to teach caregivers how to make shared book reading more interactive and language-rich. Dialogic reading is an approach where adults prompt children with questions, respond to what they say, and build on their answers to create back-and-forth conversations. Instead of just reading the words on the page, caregivers learn to turn reading into a dialogue that helps children practice talking and thinking. In this study, 42 families with children ages 3–5 were randomly assigned to either complete the DREAM program or continue reading as usual. The program included short, self-paced online modules with videos, examples, and practice activities. Caregivers who completed DREAM asked more questions, used more effective reading strategies, and engaged their children in more conversations. Their children also talked more and participated more during reading sessions. These findings show that an accessible, fully online program can help families improve how they read together and support children’s language development in everyday routines
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Why is it important?
Early language skills are critical for children’s success in school and beyond, and shared book reading is one of the most common ways families support development. However, many caregiver programs are difficult to access due to time, cost, or the need for in-person training. This study shows that a brief, fully online program can successfully teach caregivers how to use evidence-based strategies during reading and that these changes lead to meaningful improvements in children’s communication. By making high-quality support more accessible, programs like DREAM have the potential to reach more families and strengthen early language development at scale.
Perspectives
This program was motivated by a series of projects I completed in collaboration with families who asked for a resource like the DREAM program. Many caregivers wanted practical, accessible guidance on how to support their children’s language during everyday routines like reading, but existing options were often difficult to access or sustain. I am very grateful to the families who participated in this work. Their involvement not only strengthened the program but also reinforced the importance of designing interventions that are accessible, practical, and responsive to the needs of those who will actually use them.
Miguel Garcia-Salas
University of Arkansas Fayetteville
Read the Original
This page is a summary of: Making Dialogic Reading Support More Accessible for Families: A Randomized Controlled Trial of an Online Education Program to Strengthen Caregiver Strategy Use, American Journal of Speech-Language Pathology, April 2026, American Speech-Language-Hearing Association (ASHA),
DOI: 10.1044/2026_ajslp-25-00477.
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