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• Kindergarten Reading Worksheets

Building Language Skills with Fun

This series offers a fun variety of reading worksheets that foster a love for reading while enhancing crucial language skills. Each activity engages children with enjoyable tasks like identifying animals through images and sentences, practicing writing skills, answering comprehension questions, and exploring rhyming words. These worksheets provide an educational and engaging way to promote reading comprehension, vocabulary development, and written expression, nurturing young learners' lifelong passion for reading.

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Free Reading Worksheets

Flexible Options: Download, Print, or Use Our Free Reading Worksheets Online

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Our reading worksheets are designed to be convenient for educators and families. We offer three options to access our free worksheets. You can download the PDF file, print it from your browser, or use the online version of our kindergarten worksheets. These options allow you to save, print, or complete our worksheets directly on our website. By providing these flexible options, we aim to make learning reading accessible, convenient, and engaging for teachers, parents, and kids.

Free Kindergarten Worksheets

• Learning To Read Worksheet
• Read and Color Worksheet
• Reading Comprehension Worksheet
• Reading Worksheet for Kids
• Reading Worksheet
• Kindergarten English Worksheets
• Kindergarten Alphabet Worksheets
• Kindergarten Writing Worksheets
• Kindergarten Phonics Worksheets
• Kindergarten Vocabulary Worksheets
• Kindergarten Sight Words Worksheets
• Kindergarten Opposite Worksheets
• Kindergarten Grammar Worksheets
• Kindergarten Spelling Worksheets
• Kindergarten Rhyming Words Worksheets

Main Categories of Kindergarten Worksheets

• Kindergarten Math Worksheets
• Learning About Our World
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• Kindergarten Seasons Worksheets

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Preschool Reading Worksheets

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125 Preschool Reading Worksheets

"Reading" pictures #1

Draw a circle around each word you see! In this early reading worksheet, your child draws circles around the word under each picture and then guesses what the word might mean based on the picture.

"Reading" pictures #2

Where's the word? In this early reading worksheet, your child draws circles around the word under each picture and then guesses what the word might mean based on the picture.

A practice sentence

The quick brown fox jumps over the lazy dog. Your child gets practice writing this sentence and coloring in the picture.

Above, on, below

Draw it! In this coloring math worksheet, your child will draw pictures on, above, and below other objects.

Above, on, below, part 2

Find it! In this coloring math worksheet, your child will identify whether objects are above, below, or on the ground.

This early writing worksheet gives your child practice writing the entire alphabet in lowercase letters.

Connect the animal to its food

In this early writing worksheet, your child will draw straight lines across the page to connect each animal to its dinner.

Connect the animal to its home

In this early writing worksheet, your child will draw straight lines across the page to connect each animal to the right home.

Connect the rhymes: vowel sound a

In this coloring worksheet, your child will identify the pictures of rhyming words that have the same vowel sounds.

Connect the rhymes: vowel sound e

• Kindergarden

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Fun and Engaging Reading Worksheets for Preschoolers

Looking for easy and engaging ways to help your child get some preschool reading practice? These free printable worksheets are a great solution. Our preschool reading worksheets include letter tracing worksheets, ABC coloring pages, line tracing worksheets, and so much more.

Each bundle of preschool reading worksheets features tips on how to extend your child’s learning with the worksheets or fun activities to try with them. You can print each worksheet as many times as you’d like and pair them with other learning activities you’re doing at home or that your child is working on at school.

What Reading Skills Do Preschoolers Learn?

At this age, young children should focus on recognizing the letters of the alphabet, as well as developing their phonemic awareness skills and letter sound recognition skills. You’ll find our preschool reading worksheets are designed to give children practice in these areas.

Preschool reading practice should help kids do the following:

• Understand that words are made up of individual letter that have unique sounds.
• Identify each letter’s distinct sound.
• Recognize and name the letters of the alphabet, in both uppercase and lowercase.

The ABCmouse Free Printable Reading Worksheets for Preschoolers

These reading worksheets help reinforce the key skills that preschoolers should master. Some children may benefit from having an adult or older sibling nearby to help with letter sounds or reading the short sentences (like O is for otter ) that appear on some worksheets.

Letter Tracing Worksheets

This bundle of alphabet tracing worksheets gives your child an opportunity to practice tracing and writing the uppercase and lowercase letters of the alphabet, as well as letter pairs. They’ll also find illustrations to color or vibrant images to enjoy.

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Color by Letter Worksheets

Children can enjoy learning and reviewing uppercase and lowercase letters while coloring in sets of playful images. You’ll find beginner and challenge worksheets to help meet your child at their level.

Alphabet Pictures Coloring Pages

You’ll find all 26 letters of the alphabet in lowercase and uppercase form in this bundle of worksheets. Children can practice letter and letter sound recognition while adding their own creative touch to each image.

Tracing Lines Worksheets

Tracing lines can help preschoolers with motor skills, pencil control, and learning the beginning shapes that form letters. Children will find straight lines, angled lines, and curved lines in these worksheets.  

Letter Coloring Pages

From uppercase and lowercase letters to letter pairs and letter groups, these letter coloring pages aim to help your child learn each letter of the alphabet in both of its forms.

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This Reading Mama

Preschool Printables

Working on preschool skills at home or in a preschool setting is a great way to help learners develop a passion for learning.

Learning at this age needs to be as play-based as possible. While worksheets can certainly be used with preschoolers {all of my preschoolers BEGGED for them}, they’re not going to be your main dish. Your main dish for learning at this age will be play. Many of the printable preschool activities you find in this section can be used along with play to reinforce learning.

This page is where I have links to most of the preschool printables I’ve created for the blog. Scroll down to find even MORE Preschool Printables related to teaching the alphabet, reading readiness, fine motor skills, counting, shapes, & more!

Our most popular preschool printables are our seasonal Preschool & Kindergarten Learning Packs ! These packs have emergent readers plus activities for beginning letter sounds, rhyming, syllables, counting, making patterns, number recognition, handwriting, and more!

I also have two printable learning curricula sets for preschoolers. Not all preschoolers will love these, and that’s okay. That’s why I’ve offered all the packs for FREE so you can try them out!

1. Our FREE Alphabet Packs are great for teaching letters and their sounds. The activities were designed with older tots and preschoolers in mind who like to stay active as they learn. { The bundle pack can be purchased.}

2. Older preschoolers may enjoy  Reading the Alphabet , a curriculum I designed for my older preschooler who was ready to explore reading, but at a slower pace. Since then, I’ve used it with my other older preschoolers, and thousands of readers have used it with their preschoolers, too! { The bundle pack can be purchased.}

You might also like our newer seasonal  Printable Preschool Packs , which incorporate fun clip art! They’re great for older toddlers, younger preschoolers, or reluctant learners.

More Preschool Printables

Hover over the images and click on the link icon to access these preschool printables.

EVEN MORE Preschool Printables

You’ll find even more printable preschool activities under each of these categories on my blog! Click on any of the images below to visit them.

Enjoy teaching! ~Becky

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• Preschool Worksheets

Preschool Reading Worksheets (Free Printable PDF)

Written by: Kokotree

Last updated: June 20, 2023

W elcome to our collection of free, printable Kokotree  Preschool Reading Worksheets (Free Printable PDF)!

What are Preschool Reading Worksheets?

Benefits of preschool reading worksheets. get your preschool reading worksheets pdf, further benefits of preschool reading worksheets, learning the alphabet with preschool alphabet worksheets, exploring phonics and sight words, building essential skills with kokotree’s learning app for preschool, maximizing the benefits of preschool reading worksheets, setting a routine with kokotree’s resources, encourage interactive learning, praise and positive reinforcement, customizing learning experiences, at what age should i introduce preschool reading worksheets to my child, are preschool reading worksheets compatible with different learning styles, how often should i use preschool reading worksheets with my child, can i use preschool reading worksheets alongside other learning materials, how can i monitor my child’s progress with preschool reading worksheets.

Kokotree’s Preschool Reading Worksheets are educational tools for children aged 3-5. They include activities focused on teaching preschoolers the foundational skills for reading, such as letter recognition, phonics, sight words, and simple sentence formation.

• Develop Early Reading Skills – These free worksheets help children recognize letters, familiarize themselves with sounds, and practice blending sounds to form words. Early exposure to reading materials helps set the stage for later academic success and can instill a lifelong love of reading.
• Boost Vocabulary – Engaging activities aid in introducing new words, enriching a child’s vocabulary and understanding of language. A more extensive vocabulary can enhance communication skills and improve comprehension when children read more complex texts.
• Enhance Cognitive Skills – Worksheets promote logical thinking, problem-solving, and sequencing, activating various cognitive functions. By practicing reading skills, children can improve their memory and concentration, which are vital for all areas of learning.
• Increase Confidence – Mastery of reading skills at a young age helps build self-confidence, laying a strong foundation for future learning. This can encourage a positive attitude towards education and motivate children to tackle new challenges.
• Foster Independence – Completing worksheets can help children develop a sense of independence as they can accomplish tasks independently. This is a critical skill that can contribute to personal growth and autonomy.
• Encourage Creativity – While worksheets focus on structured tasks, they can also stimulate a child’s imagination. For example, reading a passage and drawing a related picture can boost creativity.
• Improve Fine Motor Skills – Worksheets often require children to draw, trace, or color, which can help improve their fine motor skills. These skills are important for tasks like writing and using utensils.
• Promote Patience and Persistence – Learning to read can be challenging and requires patience and persistence. Working through these challenges can teach children valuable life skills, like resilience and determination.
• Enhance Parent-Child Bonding – Parents can use these worksheets to engage with their children in a learning activity. This can not only aid in the child’s educational development but also strengthen the parent-child relationship.

Remember, preschool reading worksheets are just one part of a balanced literacy program. Combining them with read-alouds, free reading time, and discussions about books and stories can create a rich literacy environment for young learners.

Essential Components of Engaging Preschool Worksheets

High-quality preschool worksheets , like those provided by Kokotree, ensure young learners develop essential skills while remaining engaged and entertained. Key components include:

Preschool Alphabet Worksheets help children become familiar with uppercase and lowercase letters while reinforcing letter-sound associations. By using Kokotree’s worksheets, children will gain a strong foundation in letter recognition and tracing, supporting the smooth transition to early reading.

Phonics -based worksheets challenge preschoolers to sound out and blend letters, while sight word activities enhance word recognition skills. Both are key components of Kokotree’s resources, as they pave the way to fluency and comprehension.

• Listening and Speaking Skills – Kokotree’s learning app for preschool incorporates interactive listening exercises that help kids develop their listening comprehension and verbal abilities through engaging stories and rhymes.
• Developing Emergent Writing Abilities – Using Kokotree’s fine motor skill activities and guidance, young learners are better prepared to form letters and numbers, creating the foundational skills necessary for writing tasks.
• Creating a Love for Learning – Through the use of Kokotree’s visually appealing and age-appropriate resources, children develop a positive association with learning, encouraging a lifelong love for reading and exploration.

To ensure your child receives the full benefits of Preschool Reading Worksheets, it’s essential to follow some key guidelines. Utilizing Kokotree’s resources effectively will help create an engaging learning environment.

Creating a consistent learning routine helps children build a strong foundation and gives structure to their learning experiences. Schedule engaging sessions with Kokotree’s resources to support learning and progression in reading.

Interactivity and hands-on activities make learning more enjoyable and effective. Pair Preschool Reading Worksheets with Kokotree’s learning app to further stimulate your child’s reading progress while exploring various educational activities.

As children progress with Kokotree’s resources, encouraging words and praise are vital for keeping them motivated. Recognizing their achievements contributes to developing a sense of self-confidence and fosters a love for learning.

Kokotree’s Preschool Reading Worksheets are versatile, making it easy to tailor the learning process to suit your child’s needs and interests. Choosing worksheets that resonate with your child will encourage enthusiasm and a positive attitude towards reading.

Frequently Asked Questions About Preschool Reading Worksheets

After exploring our Preschool Reading Worksheets, you may question their use, implementation, and value in your child’s early education. We’re here to help by providing answers to common questions that other parents have asked:

Preschool Reading Worksheets are designed for children aged 3-5 years. However, it’s essential to consider your child’s individual development and interests when introducing these educational tools. Some children may be ready earlier, while others may require more time.

Preschool Reading Worksheets are versatile and can accommodate various learning styles, such as visual, auditory, and kinesthetic learners. These resources can be easily customized and paired with multimedia elements from Kokotree’s learning app to provide a well-rounded learning experience.

Consistency is crucial, scheduling regular sessions with Preschool Reading Worksheets will help create a structured learning routine. Use these resources 3-4 times a week for optimal results to help your child progressively build essential reading skills.

Absolutely! You can combine Preschool Reading Worksheets with other educational materials such as storybooks, flashcards, or even Kokotree’s interactive learning app to create a comprehensive and engaging learning environment for your child.

Regularly reviewing completed worksheets will allow you to track your child’s progress. It’s essential to engage in conversations about their work, offer constructive feedback, and celebrate their achievements. Kokotree’s learning app also helps monitor progress through various activities, giving you valuable insights into your child’s development.

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Preschool Literacy Worksheets (Free Printable PDF)

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1. Sound Jump

2. mad libs, 3. word search puzzles, 4. word jumble, 5. crossword puzzles for kids, 6. interactive reading, 7. letter matching , 8. story sequencing, 9. writing journals, 10. comic book creation.

Are you looking for ways to support your preschooler’s literacy development? Literacy activities for preschoolers are essential for building foundational skills in reading and writing, which are crucial for their future academic success.

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SplashLearn inspires lifelong curiosity with its game-based PreK-5 learning program loved by over 40 million children. With over 4,000 fun games and activities, it’s the perfect balance of learning and play for your little one.

This blog will cover what literacy skills entail for preschoolers , outline the benefits of engaging them in language and literacy activities, and provide practical activities to enhance their learning. 

Sound Jump is a dynamic way to blend physical activity with language literacy activities for preschoolers. To set up, place letters on the floor, either using paper cutouts or letter mats. Call out different sounds, and have the children jump to the letter that corresponds with the sound you made. This activity not only helps with phonics and letter recognition but also keeps learning active and enjoyable, making it a perfect blend of movement and education.

Mad Libs offer a creative approach to learning parts of speech, making them a hit among language activities for preschoolers. Start with a simple story that has blanks for nouns, verbs , adjectives, etc. Ask the children to provide random words to fill in these blanks, and then read the story aloud. The humorous outcomes not only engage the children but also teach them about parts of speech in a context that’s fun and memorable.

Get started with this printable mad lib:

Word search puzzles are excellent tools for reinforcing vocabulary and spelling in an engaging way, making them a great choice for preschool language activities. Create puzzles that focus on a theme or a set of vocabulary words the child is currently learning. This activity not only aids in pattern recognition but also enhances spelling skills as children look for words within the grid. It’s a quiet, focused activity that can complement the more active games in your literacy toolkit.

Start with these fun word search worksheets :

Word Jumble is a playful challenge that supports literacy for preschoolers by encouraging them to manipulate letters to form words. Present a set of jumbled letters to the children and ask them to rearrange them to create a word. For younger preschoolers, opt for shorter words or provide a visual hint to guide them. This activity not only enhances their understanding of word structure but also improves their spelling skills, making it a fun and educational task.

Crossword puzzles can be tailored as preschool language art activities, designed with simple words and clues that match the children’s vocabulary level. Creating or finding age-appropriate crossword puzzles encourages children to think about words and their meanings, promoting their vocabulary development. As they work to fill in the blanks, they practice spelling and learn new words, making crosswords a valuable addition to pre k literacy activities.

Interactive Reading transforms storytime into an active learning experience, crucial for fostering literacy in preschoolers. As you read a story, pause to ask questions about the plot, predict what might happen next, and discuss the characters’ actions. This method not only improves listening and comprehension skills but also encourages children to think critically about the story. Incorporating interactive reading into your routine supports a deeper engagement with books, laying a strong foundation for lifelong reading habits.

The Letter Matching is a fundamental literacy activity for preschoolers that combines learning with play. In this activity, children then match the letter to the correct picture, reinforcing their understanding of the alphabet and initial sounds. This activity not only enhances letter recognition but also builds vocabulary, making it a core part of literacy activities for preschoolers.

Begin with these letter matching worksheets:

Story Sequencing is an engaging way to develop narrative skills and comprehension. After reading a story, provide the children with pictures or sentences from the tale and ask them to arrange them in the order they occurred. This activity supports critical thinking and helps children understand the structure of stories, making it a valuable addition to literacy activities for preschoolers.

Once they understand how sequencing works, you can get started with these sequencing worksheets :

Introducing Writing Journals at a young age fosters creativity and expression. Provide preschoolers with a notebook where they can draw or write about their day, thoughts, or stories. This practice not only encourages them to express themselves but also supports early writing skills, positioning it as a key component of pre k literacy activities.

Creating a Comic Book allows children to dive into storytelling and art. Encourage preschoolers to create their comic strips, using a combination of drawings and text to tell a story. This activity blends creativity with literacy, teaching children about narrative structure, dialogue, and sequencing. It’s a fun and imaginative way to promote literacy for preschoolers, making it a standout choice among preschool language art activities.

11. Word Sort

Word Sort is a simple yet effective literacy preschool activity that helps children categorize words into different groups. You can use themes like animals, colors, or shapes. This activity encourages critical thinking as children decide on which category each word belongs to, enhancing their vocabulary and comprehension skills. It’s a hands-on way to explore language and is perfectly suited for literacy activities for 3-4 year olds .

Get started with these word sorting worksheets :

12. Letter of the Day

Focusing on a ‘Letter of the Day’ is a fantastic way to immerse preschoolers in the alphabet. Each day, choose a different letter and organize activities around it, such as identifying objects that start with that letter or practicing its sound. This approach keeps learning fresh and exciting, making it a cornerstone of literacy preschool activities.

13. Cause and Effect Story Time

During Cause and Effect Story Time, read a story to the children and then discuss the events, focusing on the cause and effect within the narrative. This activity develops critical thinking and comprehension skills by encouraging children to think about why things happen in a story. 

Test their understanding with these Cause and Effect worksheets :

14. “What Happens Next?” Stories

“What Happens Next?” Stories stimulate imagination and prediction skills. Pause a story at a pivotal moment and ask the children what they think will happen next. This activity encourages them to use clues from the story to make inferences about future events, fostering early analytical skills. It’s a dynamic method to engage with stories, making it a valuable part of literacy preschool activities.

Once your child has mastered prediction, you can start using these prediction worksheets to test their skills:

15. Making Connection in Reading Worksheet

This activity helps develop deeper comprehension skills as children learn to see connections between the text and the world around them. It’s an introspective and meaningful activity that supports the broader goals of literacy activities for 3-4 year olds.

Begin with these worksheets:

4 Benefits of Language and Literacy Activities for Preschoolers

1. Enhances Vocabulary and Language Skills: Engaging in literacy preschool activities helps children expand their vocabulary and improve their language skills. Through stories, games, and discussions, they learn new words and how to use them effectively in communication.

2. Boosts Phonemic Awareness: Literacy activities for 3-4 year olds are designed to enhance phonemic awareness . Activities like sound Jump and letter matching game help children recognize and manipulate sounds in words, a crucial skill for reading and spelling.

3. Encourages Creativity and Imagination: Language and literacy activities provide a platform for children to express themselves creatively. Whether it’s through storytelling, drawing , or playing pretend, these activities stimulate their imagination and encourage creative thinking.

4. Supports Cognitive Development: Participating in literacy activities from a young age supports overall cognitive development. Children learn to think critically, solve problems, and understand complex concepts through engaging and interactive learning experiences.

Engaging kids in language and literacy activities lays a strong foundation for their future learning and development. By incorporating these fun and educational literacy activities for preschoolers into their daily routine, you’re not only enhancing their literacy skills but also fostering a lifelong love for reading and learning .

Frequently Asked Questions (FAQs)

What are literacy skills for preschoolers.

Literacy skills for preschoolers include recognizing letters and sounds, understanding the basics of print (such as reading from left to right), beginning to write letters and their name, developing a vocabulary, and listening comprehension skills through stories and interactive reading.

How do you teach preschool literacy?

Teach preschool literacy by incorporating interactive and engaging activities that involve reading , writing , speaking, and listening . Use games, storytelling, and hands-on activities to make learning fun and meaningful.

What activities encourage early literacy?

Activities like reading aloud, letter matching games, story sequencing, and interactive reading encourage early literacy by building foundational skills in a fun and engaging way.

What is an example of information literacy activities?

An example of information literacy activities includes teaching children how to find and use information from books or digital sources, such as using a simple online search with guidance or finding a book in the library on a specific topic.

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Dear parents, teachers and educators,

Whether your child is just a few months old or preparing to start kindergarten, you can read to them and build a foundation for future growth and learning. Reading to your young child can teach them about emotions and empathy; it can help enrich their vocabulary, foster learning across languages and prepare them for their school journey.

For 26 years, Reading by 9 has put together an assortment of resources and book recommendations to help parents build their child’s literacy skills. Available in English and Spanish, this year’s literacy guide is filled with research-based advice from local organizations and experts on topics ranging from social-emotional development to bilingual learning .

We hope these resources will help direct you as you embark on a journey through literacy with the child in your life and introduce them to the wonderful world of reading.

Setting a foundation for reading

Learn about the benefits of reading and how you can encourage your child to enjoy it.

These 3 activities can foster your child’s language development before transitional kindergarten

Babies learn new skills every day. Here’s what to look out for when you read to them.

It’s never too early to read to your child. Use these tips to make it fun.

How literacy can support your baby’s growth.

Literacy is integral to development. Learn how reading can help your child.

Read colorful picture books and limit screen time to enhance your baby’s visual development

How reading allows kids’ mental health to flourish and what you can do to help foster it

Three actions you can take if developmental delays are impacting your baby’s literacy

Your baby is a linguistic dynamo. Here’s how to turbocharge their superpower

Children’s desk, read aloud with your baby.

The Coquíes Still Sing

Los Coquíes Aún Cantan

Book Recommendations

Grumpy Monkey / ¡Está gruñón!

By Suzanne Lang, Max Lang Jim is in a horrible mood and just can’t shake it. His friends make suggestions but Jim can’t handle their kindness and throws a fit. Sometimes everyone just needs a day to feel grumpy. Buy here

Bugs for Lunch / lnsectos para el almuerzo

By Margery Facklam, Sylvia Long Who eats bugs for lunch? Humans, animals and plants all do in this informative book of poems. Satiate your little reader’s quest for all things creepy and crawly with this fun book. Buy here

Diez Deditos / Ten Little Fingers

By José-Luis Orozco, Elisa Kleven Folk songs from many different Spanish-speaking countries grace the pages of this book of action songs. Follow diagrams and music included to delight young readers. Buy here

Freight Train / Tren de carga

By Donald Crews This Caldecott Honor book helps young readers learn their numbers and colors in both English and Spanish. Help young readers with positional language and basic vocabulary using this classic book about trains. Buy here

In My Family / En mi familia

By Carmen Lomas Garza Carmen Lomas Garza’s paintings are described individually in both English and Spanish in this beautiful picture book. Illustrations about community and family are paired with memories about growing up in Kingsville, Texas. Buy here

Let’s Eat! / ¡A comer!

By Pat Mora, Maribel Suarez Written by the founder of the family literacy initiative, Children’s Day, this book depicts a typical day with young children. Build bilingual vocabulary around everyday family activities. Buy here

The Lizard and the Sun / La Lagartija y el Sol

By Alma Flor Ada, Felipe Dávalos After the sun disappears, people and animals are afraid. But a brave lizard refuses to give up until she brings back the light. Buy here

Who Hops? / ¿Quién salta?

By Katie Davis Some animals don’t hop, others can’t crawl. Help your young reader discover how different creatures get around in this silly picture book, available in both English and Spanish. Buy here

I Need a Hug / Necesito un abrazo

By Aaron Blabey A short and silly book about a porcupine in need of a hug (and a snake that just wants a kiss). Each page is translated in both English and Spanish within clear speech bubbles for the reader. Buy here

The Rockstar / La Guitarrista

By Lucky Diaz, Micah Player, Carmen Tafolla A young girl in Los Angeles follows her dreams to become a rockstar, using a broken guitar that she found in the trash. With the help of her community, she repairs and repaints the guitar to look brand new. Fully bilingual edition available May 7, 2024. Buy here

Isabel and her Colores go to School

By Alexandra Alessandri, Courtney Dawson Isabel speaks Spanish. When she goes to school, she has a hard time feeling comfortable because her classmates all speak English. With the help of her colores, she finds that friendship is a universal language. Buy here

Señorita Mariposa

By Ben Gundersheimer, Marcos Almada Rivero Señorita Mariposa makes her flight from the U.S. and Canada down to Mexico. Written in rhymes, some in English, others in Spanish, this book details the trip of the Monarch Butterfly. Read about how she delights the animals and people along her way. Buy here

Literacy Programs

826la - sunset blvd location, 826la - venice blvd. location, access books, children's institute, csun l.a. times literacy center, news literacy project, parentis foundation, reading is fundamental, reading partners, reading to kids, ready, set, read, read to a child, the book foundation, support services, abriendo puertas/opening doors, families forward learning center, hands together, koreatown youth and community center, little by little, mar vista family center preschool, mexican american opportunity foundation, pathways la, plaza de la raza, proyecto pastoral la guarderia, south central lamp, los angeles public library, los angeles county library, orange county public libraries.

This supplement did not involve the editorial or reporting staff of the Los Angeles Times except where noted.

The guide is free to parents, educators and organizations working with children and families. To contact us with comments and questions or to receive more information, email [email protected].

Los Angeles Times Public Affairs manages philanthropy, community engagement and corporate social responsibility at the nation’s largest metropolitan daily news organization. We broaden perspectives, empower storytellers and inspire our community to question and transform the world around them. For more information, visit latimes.com/readingby9 .

Using dialogic reading and direct instruction of emotion words to increase emotion vocabulary knowledge in the preschool classroom

Journal of Research in Innovative Teaching & Learning

ISSN : 2397-7604

Article publication date: 3 May 2024

This research addresses a need in early childhood education for evidence-based teaching strategies that build emotional self-regulation skills in young children. The intervention assessed in this study focused on increasing the emotion vocabulary of preschool-aged students.

Design/methodology/approach

This mixed-methods, quasi-experimental study evaluated the impact a dialogic reading approach combined with direct instruction of emotion words during a shared book-reading activity had on students' emotion vocabulary knowledge. The study was conducted in a licensed daycare center in a suburb of Chicago, Illinois, with ten four- and five-year-old students. Pre- and post-session surveys assessed the intervention's impact on the students' receptive and expressive vocabulary knowledge, and observation notes captured the students' responses to the intervention activities.

The results showed significant increases with small to medium effect sizes between the students’ pre- and post-session survey scores for both receptive and expressive emotion vocabulary knowledge, a strong positive correlation between the level of student engagement during the intervention and their emotion vocabulary assessment scores, and the impact other variables had on the intervention’s effectiveness.

Practical implications

This research provides information on a culturally adaptable and quickly learned teaching strategy that could be used to build emotional self-regulation skills in the early childhood classroom.

Originality/value

This research uniquely applies this intervention as a universal strategy with preschool-aged children.

• Early childhood
• Social emotional learning
• Self-regulation
• Picture book

Dialogic reading

Kogan, A.-M. (2024), "Using dialogic reading and direct instruction of emotion words to increase emotion vocabulary knowledge in the preschool classroom", Journal of Research in Innovative Teaching & Learning , Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JRIT-12-2023-0192

Emerald Publishing Limited

Copyright © 2024, Ann-Marie Kogan

Published in Journal of Research in Innovative Teaching & Learning . Published by Emerald Publishing Limited. This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode

Introduction

Emotional self-regulation is a critical skill to develop in the early childhood classroom for individual and classroom-level benefits. Children with better self-regulation skills have more social, emotional and academic success in kindergarten and beyond than children with less developed self-regulation skills ( Robson et al. , 2020 ). Additionally, emotionally dysregulated students' behavioral challenges in the classroom are negatively related to teacher well-being, leading to burnout and turnover, whereas emotionally supportive classrooms foster a more positive classroom climate ( Khalfaoui et al. , 2021 ; Kwon et al. , 2022 ).

Preschoolers need explicit instruction, modeling and scaffolded co-regulation assistance from educators to help them develop emotional self-regulation skills ( Silkenbeumer et al. , 2018 ). However, social emotional learning (SEL) curriculum coverage in early childhood teacher preparation programs is lacking, and early childhood educators have little training or professional support in how to teach and model evidence-based strategies that build emotional self-regulation skills in preschool-aged students ( Garner and Parker, 2018 ; Lesaux et al. , 2015 ).

To address this issue, this research aimed to test the effectiveness of a culturally responsive teaching strategy that targets one of the foundational skills of emotional self-regulation, identifying emotions ( Jones and Kahn, 2017 ). If proven effective, the strategy could be presented in low- or no-cost professional development training, adapted to meet the cultural needs of a classroom and easily integrated into existing early childhood curriculum and classroom routines.

The intervention evaluated in this research combined a dialogic reading approach with the direct instruction of emotion vocabulary words during a whole class shared book-reading activity in a preschool classroom. This study evaluated the intervention's impact on the students’ receptive and expressive vocabulary knowledge of emotion words presented and discussed during the intervention. This intervention has successfully increased emotion vocabulary in older children at risk of emotional and behavioral problems ( Santiago-Poventud et al. , 2015 ). This current research study uniquely applies this intervention as a universal strategy in a preschool classroom setting.

Direct instruction of emotion vocabulary

An evidence-based strategy for developing emotional self-regulation in preschool-aged students is direct instruction of emotion vocabulary ( Galinsky, 2020 ; Hoffmann et al. , 2020 ; Tominey et al. , 2017 ). Children with an expanded emotion vocabulary are more accurate in identifying and expressing their feelings and, therefore, more likely to select an effective emotional regulation strategy ( Brackett et al. , 2013 ; Hoffmann et al. , 2020 ). Not only is identifying and labeling emotions a skill needed for explicit emotional self-regulation, but the cognitive activity of naming emotions can also help regulate the body’s central nervous system’s stress response ( Torre and Lieberman, 2018 ). Toxic stress, which is frequent or prolonged activation of the body’s stress management system, can cause many short- and long-term adverse effects on a child's physical and cognitive development ( National Scientific Council on the Developing Child, 2014 ). Studies have found that simply labeling emotions can help deactivate the body's stress response and can help the body with internal, subconscious emotional self-regulation ( Torre and Lieberman, 2018 ).

Multiple early childhood organizations promote dialogic reading as a best practice for supporting language development in preschool-aged children ( Christ and Wang, 2010 ; Folsom, 2017 ; Horst et al. , 2019 ). Dialogic reading is a child-centered approach to shared book reading that encourages engagement and discussion between the adult and child throughout the experience ( Folsom, 2017 ). A traditional dialogic reading strategy involves repeated readings of the same picture book, presenting children with discussion prompts while the book is being read to them and expanding on their responses to build a deeper cognitive understanding of the story, characters and vocabulary in the book ( Folsom, 2017 ). Dialogic reading has also been suggested as an approach educators can use to build social and emotional competencies with younger students ( Deglan and Leung, 2021 ; Doyle and Bramwell, 2006 ). Engaging in discussion with children during a shared book-reading experience helps children make deep cognitive connections and provides a meaningful context for them to learn about emotions ( Bassett et al. , 2020 ; Deitcher et al. , 2021 ).

Theoretical framework

This research aligns with the constructivist view of emotion development; emotions are learned and constructed through social and cultural experiences ( Eisenberg and Morris, 2003 ). Scholars who align with this constructivist view hypothesize that language plays an essential role in children’s cognitive construction of emotion concepts and that hearing emotion words gives children opportunities to connect emotional experiences and perceptions to their cognitive understanding of emotions ( Hoemann and Xu, 2019 ).

This research is also based on emotional intelligence theory. Salovey and Mayer (1990) created an emotional intelligence model which divides emotional intelligence into four abilities: perceiving, using, understanding and managing emotions. These abilities are separate from personality traits and can be developed with age and experience ( Mayer et al. , 1999 ; Salovey and Grewel, 2005 ). Multiple scholars point to perceiving emotions, or emotional knowledge, as the most basic and core aspect of emotional intelligence ( Brackett et al. , 2013 ; Izard, 2001 ; Salovey and Grewel, 2005 ). Studies have shown that children with higher emotional intelligence have more positive social interactions, positive attitudes about school and learning, better attention and behavior regulation skills and higher academic outcomes ( Denham et al. , 2015 ; Tominey et al. , 2017 ).

A dialogic reading approach aligns with Vygotsky’s sociocultural theory of development and his position that learning and development occur when a child’s zone of proximal development is expanded with the help of adult scaffolding efforts ( Garner and Parker, 2018 ; Vygotsky and Cole, 1978 ). When adults guide discussions, ask questions and provide feedback during shared book-reading activities, these language development scaffolding efforts help expand children’s zone of proximal development. Children become active participants in a collaborative and meaningful context, and according to Vygotsky’s theory, this activity enables them to reach a higher level of cognitive understanding, and language development occurs ( Vygotsky and Cole, 1978 ; Zevenbergen and Whitehurst, 2003 ).

McClelland et al. (2017) state that embedding SEL interventions into daily classroom activities, like story time, is an effective strategy for a successful intervention effort. Researchers continue to stress that the most effective and sustainable SEL approaches consider social, emotional and academic learning as interdependent, and efforts should be made by educators to deliberately integrate academic content with social and emotional learning strategies ( Jones and Bouffard, 2012 ; Jones and Kahn, 2017 ).

Research question

This research explored how conducting dialogic reading activities with direct instruction of emotion vocabulary would impact preschool students’ emotion vocabulary knowledge. The intervention attempted to increase children’s receptive and expressive vocabulary knowledge of emotion words. Receptive language development refers to how children nonverbally understand language, and expressive language development refers to how children verbally express language. Typically, children acquire receptive language before expressive language and have a more extensive receptive vocabulary than expressive ( National Institute on Deafness and Other Communication Disorders, 2022 ). This means that children may recognize and understand a word but may not be developmentally ready to express that word verbally in a meaningful context.

Methods and procedures

This research was conducted over four weeks in a preschool classroom of ten four- and five-year-old students in a private licensed daycare center in a suburb of Chicago, Illinois. During the intervention period, the researcher visited the classroom for 30-min visits twice per week. During the visits, the researcher facilitated a whole class, shared book-reading activity. A different picture book was featured each week, and the book was read to the students twice, once during the first visit and again during the second visit. During both visits, a lesson plan for the shared book-reading activity was followed, which included dialogic reading prompts and direct instruction of target emotion vocabulary words.

Picture book selection

Four picture books with narratives that focused on the character's emotions were identified for this research. The picture books used in this study needed to meet the criteria for high-quality early childhood literature, as defined in higher education textbooks and similar studies, which included a simple plot, few printed words in relation to pictures, developmentally appropriate vocabulary, stories with familiar and interesting situations to young children, a limited number of main characters and culturally diverse characters ( Edwards, 2010 ; Santiago-Poventud et al. , 2015 ). Additionally, picture books that featured human characters, rather than animals or other objects, were deliberately selected as research has shown that children are more positively impacted by the prosocial messages of books that feature human characters rather than animal characters ( Larsen et al. , 2018 ). Also, books with highly metaphorical content were not considered because preschool-aged children are not cognitively mature enough to understand symbolic references to emotions ( Carriedo et al. , 2016 ).

Target emotion word identification

Three target emotion words for direct instruction during dialogic reading were identified for each of the four picture books that would be read to the class each week during the four-week study, for 12 new emotion target words for the entire study. The content of each picture book was reviewed, and a list was created for each book that identified every emotion the character was depicted as feeling, either through the story's narrative or the book's illustrations. To ensure the developmental appropriateness of the target emotion words selected for this study, the list of emotion words identified from the books was compared to a list of emotion words identified through research that are known but spoken infrequently by preschool-aged children, meaning the children had receptive knowledge of the terms but less expressive abilities ( Ogren and Sandhofer, 2021 ). This study's target emotion vocabulary words were identified using this comparison result. The target emotion words presented to the students in this study were annoyed , frustrated , furious , surprised , nervous , worried , lonely , proud, overwhelmed , focused , excited and disappointed .

Dialogic reading and direct emotion word instruction lesson planning

Lesson plans with discussion prompts for the dialogic book-reading activities were prepared using the CROWD (completion, recall, open-ended, “wh” and distancing questions) dialogic reading planning technique ( Folsom, 2017 ; Simsek and Erdogan, 2015 ). The content of the discussion prompts focused on the children’s understanding of and relating to the book’s narrative, linking what was happening in the story to the illustrations, pointing out physical changes in characters as their emotions changed in the story and relating real-world scenarios to the scenarios presented in the picture book.

Age-appropriate definitions of each target emotion word were created based on emotion definitions in the How We Feel app, developed by the Yale Center of Emotional Intelligence ( The How We Feel Project, Inc., 2023 ). The lesson plan included direct instruction prompts that introduced the target emotion word to the students, emphasized the phonetic pronunciation of the emotion word, provided the definition of the target emotion word and included one or more CROWD prompts to promote further contextual discussion about the emotion word.

The lesson plan documented the book's page number when the prompt would be presented to the students. To help the researcher adhere to the dialogic prompts in the lesson plan, sticky notes with the discussion prompts written on them were placed on the appropriate pages in the picture books.

Data collection

To assess the impact of the intervention on the students’ emotion vocabulary knowledge, this action research followed the recommendations of Hadley and Dickinson (2020) to evaluate both the receptive and expressive components of a child’s vocabulary knowledge. Pre- and post-session receptive and expressive vocabulary assessment surveys were conducted to assess changes in the students’ emotion vocabulary before and after the intervention. The emotion words presented in the surveys were a combination of three basic emotion words, identified in other research as emotion words commonly known and spoken by preschool-aged children, and the three target emotion words, defined in the dialogic reading lesson plans for that week ( Ogren and Sandhofer, 2021 ). The basic emotion words were included to measure the validity of the receptive and expressive vocabulary assessment tools. The basic words used in the assessment tools were happy , loved , sad , mad and scared . The basic emotion vocabulary list is shorter than the target emotion vocabulary list because some basic emotion words were used in multiple assessments during the study.

Receptive vocabulary assessment

The students’ receptive vocabulary knowledge of the emotion words was assessed by collecting data on their ability to nonverbally label illustrations from the picture book with the correct emotion word. The design of the receptive assessment survey followed the format of the Peabody Picture Vocabulary Test , which is an assessment commonly used to assess receptive language and emotion recognition in preschool-aged children ( Chronaki et al. , 2015 ; Hadley and Dickinson, 2020 ; Leung, 2008 ; Wasik and Bond, 2001 ). Each week, before the first shared book-reading session, three randomly selected students were presented with six survey questions in a one-on-one setting with the researcher. Each question consisted of four pictures of the character from the picture book being read that week. The student was asked to nonverbally identify (point to) the picture where the character demonstrated the emotion vocabulary word being presented (i.e., “In which picture is [ insert the name of the character from the book ] feeling [ insert emotion word] ?”). After the second shared book-reading session, the survey was presented in the same format to the same students. No identifying data was collected for the students participating in the survey.

The receptive assessment data was scored using a binary scoring system. If the student’s response matched the expected answer for each question, the survey response was marked as correct and scored with one point. If the student’s response did not match the expected answer, the survey response was marked as incorrect, and no points were scored for that question.

Expressive vocabulary assessment

The students’ expressive vocabulary knowledge of the emotion words was assessed by collecting data on their ability to use the target emotion word to verbally label a picture of the character from the picture book. The design of the expressive assessment survey followed the format of the Expressive One-Word Picture Vocabulary Test , which has been used to assess children’s expressive language in similar research studies ( Hadley and Dickinson, 2020 ; Wasik and Bond, 2001 ). Like the receptive assessment survey process, each week, before the first shared book-reading session, three randomly selected students, in a one-on-one setting with the researcher, were presented with six survey questions. Each question featured one picture of the character from the picture book being read that week. The student was asked to verbally label how the character felt in each picture, and their response was recorded. After the second shared book-reading session, the survey was presented in the same format to the same students. No identifying data was collected for the students participating in the survey.

The expressive assessment data was scored using a six-point rubric based on the accuracy of the student’s response. The rubric scoring criteria were: 5 points scored when the student used the exact target word to label the picture, 4 points scored when the student attempted to label the picture with the exact target word with a mispronunciation, 3 points scored when the student labeled the picture with a related emotion word, 2 points scored when the student labeled the picture with an unrelated emotion word, 1 point scored when the student labeled the picture with a non-emotion word and 0 points scored when the student said “I don’t know” or did not respond.

Intervention observation notes

The researcher also captured qualitative observation notes after the intervention. The observation notes captured the student responses to each dialogic reading prompt type: completion, recall, open-ended, wh- and distancing.

Data analysis & findings

This study assessed if the students demonstrated increased receptive and expressive vocabulary knowledge of the emotion words after the intervention. Quantitative data from the pre- and post-session receptive and expressive survey results were compared using a one-tailed, paired sample, equal variance, t -test analysis. The significance level was set at p  < 0.05, and the effect size was analyzed using a commonly used interpretation of Cohen’s d ( Lakens, 2013 ). Simple, linear regression testing was also conducted on the quantitative post-session assessments to identify any correlation between vocabulary knowledge and the length of exposure to the intervention.

A thematic analysis of the observation data was conducted to identify patterns and themes in the students’ responses. Patterns in the quality of the students’ responses were identified, and the observation notes were quantitatively coded using a four-point scoring rubric for the quality of the responses to the prompts. The rubric scoring criteria were: 3 points scored when one or more children responded with multi-word responses that were relevant and expanded on the original prompt, 2 points scored when one or more children responded with multi-word responses that were relevant to the prompt or provided a relevant one-word response, 1 point scored when one or more students responded with a one-word response or a vague/non-relevant response and 0 points scored when there was no response to the prompt.

This quantitative student response data was then used for statistical analysis to compare the quality of student responses between the different prompt types and identify correlations or other significant relationships. Finally, the coded observation data was analyzed with the post-session assessment quantitative data to identify any correlations between the level of the student’s engagement during the intervention and the assessment survey results.

Receptive vocabulary assessment analysis

Table 1 shows the descriptive statistics for the pre- and post-session receptive vocabulary assessment scores. The difference between the students’ pre- and post-session receptive survey scores for the basic emotion words was not significant, which was expected as these were vocabulary words commonly known and spoken by preschool-aged students and were included to serve as a measure of the validity of the assessment tool ( Ogren and Sandhofer, 2021 ). However, the increase between the students’ pre-session receptive assessment scores [mean (M) = 0.8, standard deviation (SD) = 0.4] and post-session receptive assessment scores (M = 0.9, SD = 0.3) for the target emotion words was significant ( p  < 0.05, p  = 0.04) with a small positive effect size (Cohen’s d  = 0.32). Simple linear regression testing indicated a significant and positive relationship between the post-session receptive vocabulary assessment scores and the length of exposure to the intervention ( p  = 0.00, p  < 0.05, Pearson’s r  = 0.17 ± 0.25), with a 0.17 score increase in post-session receptive vocabulary scores for every additional week of intervention.

Expressive vocabulary assessment analysis

Table 2 shows the descriptive statistics for the pre- and post-session expressive vocabulary assessment scores. The increase between the students’ pre-session expressive assessment scores (M = 3.6, SD = 1.9) and post-session expressive survey scores (M = 4.2, SD = 1.4) for the basic emotion words was significant ( p  = 0.03, p  < 0.05) with a small positive effect size (Cohen’s d  = 0.34). The increase between the students’ pre-session expressive assessment scores (M = 2.6, SD = 1.1) and post-session expressive survey scores (M = 3.4, SD = 1.5) for the target emotion words was also significant ( p  = 0.00, p  < 0.05) with a medium positive effect size (Cohen’s d  = 0.62). Simple linear regression testing indicated a significant and positive relationship between the post-session expressive vocabulary assessment scores and the length of exposure to the intervention ( p  = 0.00, p  < 0.05, Pearson’s r  = 0.16 ± 1.46), with a 0.16 score increase for every additional week of intervention.

Intervention observation analysis

The descriptive statistics for the quantified data from the observation notes are in Table 3 . After reviewing the descriptive statistics of the quantified data, an increase in the quality of student responses throughout the study was observed. To determine if that increase was significant, a regression test was conducted and a significant and strongly positive relationship between the quality of the student responses and length of exposure to the intervention was found ( p  = 0.01, p  < 0.05, Pearson’s r  = 0.88 ± 0.15), with a 0.88 unit increase in the quality of the student’s responses to the dialogic reading prompts for every week of intervention. This result aligned with the regression analysis relationship between the post-session receptive and expressive survey scores and the length of exposure to the intervention. Further correlation analysis indicated that the quality of the students’ responses and the scores on the post-session vocabulary assessments were significant and strongly positively correlated ( p  = 0.01, p  < 0.05, Pearson’s r  = 0.82 ± 0.54).

The descriptive statistics also identified outliers in the data. The distancing prompt type had the highest mean score in the quality of students’ responses and the largest standard deviation. Week 4 of the study, also identified as an outlier, had the highest quality of students’ responses and the highest standard deviation. Further analysis of Week 4 data identified that the distancing prompts used that week were also outliers in that they had a noticeably higher mean score of quality of student responses (M = 3.0). Further thematic analysis was conducted to identify possible variables that had impacted the quality of responses for the outliers.

The thematic analysis revealed that when the researcher presented a distancing prompt with a personal example, the quality of the student responses was higher than when the researcher presented a distancing prompt without a personal example. For example, when the researcher used this distancing prompt in the first reading session without a personal example, “Who could you talk to about a worry?” the students’ responses were “No one” and “I never get worried.” However, when the prompt was re-phrased in the second session to include a personal example, “When I worry, I talk to my husband, my mom, my friends … who do you talk to when you worry?” the students’ responses were much more robust; “My brother,” “My cousin,” “My friends,” and “Everyone in this class.” A  t -test analysis found the difference in the quality of the students’ responses when the researcher used a personal example as part of a distancing-type prompt (M = 3, SD = 0.0) and when a personal example was not used in a distancing-type prompt (M = 2.0, SD = 1.2) was significant ( p  = 0.00, p  < 0.05) with a large effect size (Cohen’s d  = 0.92).

Additionally, to determine if the inclusion of the direct instruction prompts for the emotion vocabulary words was a significant variable in the effectiveness of the intervention, the count of direct instruction prompts presented to the students for each week of the study was identified and compared to the post-session vocabulary assessment scores using a simple linear regression test. Regression analysis indicated a significant ( p  = 0.02, p  < 0.05) and moderately positive relationship between the number of direct instruction prompts presented to the students each week and the post-session vocabulary assessment scores (Pearson’s r  = 0.37 ± 1.41) with a 0.37 score increase for every additional direct instruction prompt.

This research aimed to determine if a dialogic reading strategy combined with direct instruction of emotion vocabulary would increase preschool-aged students’ emotion vocabulary knowledge. The results indicate that the intervention significantly and meaningfully increased the students’ receptive (nonverbal) and expressive (verbal) vocabulary knowledge of the emotion words presented in the book-reading sessions. These results align with similar research conducted with kindergarten and first-grade students at risk for behavioral problems ( Santiago-Poventud et al. , 2015 ).

The results also indicate that the students had greater receptive than expressive vocabulary knowledge of emotion words. Therefore, students may recognize and be able to nonverbally label an emotion word before verbalizing or using it in context, which aligns with typical language development ( National Institute on Deafness and Other Communication Disorders, 2022 ).

Regression testing identified that the more exposure the students had to the intervention, the more skilled they became at recognizing and labeling emotions and responding with higher levels of engagement to the discussion prompts presented during the book-reading session. The quality of the students’ responses to the prompts was also strongly positively correlated to their ability to recognize and label emotions in the assessment surveys.

Further analysis identified a significant and strong positive relationship between the students’ quality of responses to the dialogic reading prompts and distancing-style prompts with personal examples. Results also indicated a significant and moderately positive relationship between the student’s vocabulary knowledge and the number of direct instruction prompts that were presented during the book-reading sessions.

Practical applications

This study has provided evidence that using a dialogic reading approach with direct instruction of emotion vocabulary during a whole class, shared book-reading activity was an effective strategy to increase the emotion vocabulary of the preschool-aged students who participated in the study.

Because this study found a positive correlation between students’ engagement levels during the intervention and their vocabulary knowledge after the intervention, educators may want to identify ways to optimize student engagement when using this strategy. Using picture books with emotional themes or vocabulary relevant to student interests or classroom scenarios would be a way to maximize student engagement. Using materials that connect students to relevant and meaningful real-life scenarios is a well-recognized strategy for increasing student engagement, and one study found that more language development occurs when relevant and meaningful picture books are used for shared book-reading activities ( Parsons and Taylor, 2011 ; Hammer and Sawyer, 2016 ).

This study also found that students became better at labeling emotions and more engaged during the book-reading sessions as the study progressed. Therefore, these findings support an approach that integrates this intervention into the classroom's ongoing routines and curriculum activities to increase students’ emotion vocabulary throughout the entire school year rather than only using this strategy during an emotion-themed unit of study for a short period.

The findings also indicate that distancing prompts elicited the most engagement from the students, and adding personal examples to the distancing prompts presented to the students increased the level of engagement even more during the dialogic reading sessions. Results also suggest that using both the CROWD and direct instruction prompts rather than only using the CROWD dialogic reading prompts will improve emotion vocabulary in preschool-aged students.

Limitations

This study was conducted without a control group, with a small sample size of students, over a relatively short duration. There were also data collection limitations to the study due to student absences. If a student had participated in a pre-session survey but was absent on the day of the post-session survey, then that students’ survey responses were removed from the data set. The custom-made vocabulary assessment tools may also have presented reliability and validity risks.

Future research

Future researchers may want to expand on the design of this quasi-experimental study to include a control group, a larger sample size, a longer duration and a teacher-led intervention. Investigating if this approach is practical for multiple language learners is also an opportunity to explore. Future researchers may look to investigate the impacts of extending this strategy to include play-based extension activities in addition to the book-reading sessions. This would expand on current research that suggests that dialogic reading efforts are more effective in early literacy development when accompanied by meaningful, experiential activities ( Dickinson et al. , 2019 ; Wall et al. , 2022 ).

Descriptive statistics for the pre- and post-session receptive vocabulary assessments

Source(s): Table by author

Bassett , H.H. , Denham , S.A. , Mohtasham , M. and Austin , N. ( 2020 ), “ Psychometrics properties of the book readings for an affective classroom education (BRACE) coding system ”, Reading Psychology , Vol.  41 No.  4 , pp.  322 - 346 , doi: 10.1080/02702711.2020.1768980 .

Brackett , M.A. , Bertoli , M. , Elbertson , N. , Bausseron , E. , Castillo , R. and Salovey , P. ( 2013 ), “ Emotional intelligence: reconceptualizing the cognition-emotion link ”, in M.D. Robinson , E.R. Watkins and E. Harmon-Jones (Eds), Handbook of Cognition and Emotion , The Guilford Press , New York, NY , pp.  365 - 382 .

Carriedo , N. , Corral , A. , Montoro , P.R. , Herrero , L. , Ballestrino , P. and Sebastián , I. ( 2016 ), “ The development of metaphor comprehension and its relationship with relational verbal reasoning and executive function ”, PloS One , Vol.  11 No.  3 , e0150289 , doi: 10.1371/journal.pone.0150289 .

Christ , T. and Wang , C.X. ( 2010 ), “ Bridging the vocabulary gap: what the research tells us about vocabulary instruction in early childhood ”, Young Children , Vol.  65 No.  4 , pp.  84 - 91 .

Chronaki , G. , Hadwin , J.A. , Garner , M. , Maurage , P. and Sonuga-Barke , E.J.S. ( 2015 ), “ The development of emotion recognition from facial expressions and non-linguistic vocalizations during childhood ”, British Journal of Developmental Psychology , Vol.  33 No.  2 , pp.  218 - 236 , doi: 10.1111/bjdp.12075 .

Deglan , S. and Leung , A. ( 2021 ), “ Social-emotional learning (SEL) and early childhood ”, Children and Libraries , Vol.  19 No.  2 , pp.  25 - 27 , doi: 10.5860/cal.19.2.25 , available at: https://journals.ala.org/index.php/cal/article/view/7583/10488

Deitcher , D.B. , Aram , D. , Khalaily-Shahadi , M. and Dwairy , M. ( 2021 ), “ Promoting preschoolers' mental-emotional conceptualization and social understanding: a shared book-reading study ”, Early Education and Development , Vol.  32 No.  4 , pp.  501 - 515 , doi: 10.1080/10409289.2020.1772662 .

Denham , S.A. , Bassett , H.H. , Brown , C. , Way , E. and Steed , J. ( 2015 ), “ ‘I know how you feel’: preschoolers' emotion knowledge contributes to early school success ”, Journal of Early Childhood Research , Vol.  13 No.  3 , pp.  252 - 262 , doi: 10.1177/1476718X13497354 .

Dickinson , D.K. , Collins , M.F. , Nesbitt , K. , Toub , T.S. , Hassinger-Das , B. , Hadley , E.B. , Hirsh-Pasek , K. and Golinkoff , R.M. ( 2019 ), “ Effects of teacher-delivered book reading and play on vocabulary learning and self-regulation among low-income preschool children ”, Journal of Cognition and Development , Vol.  20 No.  2 , pp.  136 - 164 , doi: 10.1080/15248372.2018.1483373 .

Doyle , B.G. and Bramwell , W. ( 2006 ), “ Promoting emergent literacy and social-emotional learning through dialogic reading ”, The Reading Teacher , Vol.  59 No.  6 , pp.  554 - 564 , doi: 10.1598/rt.59.6.5 .

Edwards , L.C. ( 2010 ), The Creative Arts: A Process Approach for Teachers and Children , Merrill , Upper Saddle River, NJ .

Eisenberg , N. and Morris , A.S. ( 2003 ), “ Children's emotion-related regulation ”, in Kail , R.V. (Ed.), Advances in Child Development and Behavior , Academic Press , Vol.  31 , pp.  189 - 229 , doi: 10.1016/S0065-2407(02)80042-8 .

Folsom , J.S. ( 2017 ), “ Dialogic reading: having a conversation about books ”, available at: https://irrc.education.uiowa.edu/blog/2017/01/dialogic-reading-having-conversation-about-books ( accessed 13 December 2023 ).

Galinsky , E. ( 2020 ), “ Words matter: moving from trauma-informed to asset-informed care ”, Young Children , Vol.  75 No.  3 , pp.  46 - 55 .

Garner , P.W. and Parker , T.S. ( 2018 ), “ Young children's picture-books as a forum for the socialization of emotion ”, Journal of Early Childhood Research , Vol.  16 No.  3 , pp.  291 - 304 , doi: 10.1177/1476718X18775760 .

Hadley , E.B. and Dickinson , D.K. ( 2020 ), “ Measuring young children's word knowledge: a conceptual review ”, Journal of Early Childhood Literacy , Vol.  20 No.  2 , pp.  223 - 251 , doi: 10.1177/1468798417753713 .

Hammer , C.S. and Sawyer , B. ( 2016 ), “ Effects of a culturally responsive interactive book-reading intervention on the language abilities of preschool dual language learners: a pilot study ”, Head Start Dialog , Vol.  19 No.  2 , available at: https://journals.charlotte.edu/dialog/article/view/421

Hoemann , K. , Xu , F. and Barrett , L.F. ( 2019 ), “ Emotion words, emotion concepts, and emotional development in children: a constructionist hypothesis ”, Developmental Psychology , Vol.  55 No.  9 , pp.  1830 - 1849 , doi: 10.1037/dev0000686 .

Hoffmann , J.D. , Brackett , M.A. , Bailey , C.S. and Willner , C.J. ( 2020 ), “ Teaching emotion regulation in schools: translating research into practice with the RULER approach to social and emotional learning ”, Emotion , Vol.  20 No.  1 , pp.  105 - 109 , doi: 10.1037/emo0000649 .

Horst , K.M. , Stewart , L.H. and True , S. ( 2019 ), “ Joyful learning with stories: making the most of read alouds ”, Young Children , Vol.  74 No.  1 , pp.  14 - 21 .

Izard , C.E. ( 2001 ), “ Emotional intelligence or adaptive emotions? ”, Emotion , Vol.  1 No.  3 , pp.  249 - 257 , doi: 10.1037//1528-3542.1.3.249 .

Jones , S.M. and Bouffard , S.M. ( 2012 ), “ Social and emotional learning in schools: from programs to strategies and commentaries ”, Social Policy Report , Vol.  26 No.  4 , pp.  1 - 33 , doi: 10.1002/j.2379-3988.2012.tb00073.x .

Jones , S.M. and Kahn , J. ( 2017 ), “ The evidence base for how we learn: supporting students' social, emotional, and academic development ”, available at: https://www.aspeninstitute.org/publications/evidence-base-learn/ ( accessed 13 December 2023 ).

Khalfaoui , A. , Garcia-Carrion , R. and Villardon-Gallego , L. ( 2021 ), “ A systematic review of the literature on aspects affecting positive classroom climate in multicultural early childhood education ”, Early Childhood Education Journal , Vol.  49 No.  1 , pp.  71 - 81 , doi: 10.1007/s10643-020-01054-4 .

Kwon , K. , Jeon , S. , Castle , S. and Ford , T.G. ( 2022 ), “ Children's behavioral challenges in Head Start classrooms: links to teacher well-being and intent to leave ”, Early Childhood Education Journal , Vol.  50 No.  7 , pp.  1221 - 1232 , doi: 10.1007/s10643-021-01253-7 .

Lakens , D. ( 2013 ), “ Calculating and reporting effect sizes to facilitate cumulative science: a practical primer for t-tests and ANOVAs ”, Frontiers in Psychology , Vol.  4 , 863 , doi: 10.3389/fpsyg.2013.00863 .

Larsen , N.E. , Lee , K. and Ganea , P.A. ( 2018 ), “ Do storybooks with anthropomorphized animal characters promote prosocial behaviors in young children? ”, Developmental Science , Vol.  21 No.  3 , e12590 , doi: 10.1111/desc.12590 .

Lesaux , N.K. , Jones , S.M. , Bock , K.P. and Harris , J.R. ( 2015 ), “ The regulated learning environment: supporting adults to support children ”, Young Children , Vol.  70 No.  5 , pp.  20 - 27 .

Leung , C.B. ( 2008 ), “ Preschoolers' acquisition of scientific vocabulary through repeated read-aloud events, retelling, and hands-on science activities ”, Reading Psychology , Vol.  29 No.  2 , pp.  165 - 193 , doi: 10.1080/02702710801964090 .

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McClelland , M.M. , Tominey , S.L. , Schmitt , S.A. and Duncan , R. ( 2017 ), “ SEL interventions in early childhood ”, The Future of Children , Vol.  27 No.  1 , pp.  33 - 47 , doi: 10.1353/foc.2017.0002 .

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