Culturally relevant dialogic reading to increase vocabulary in Navajo preschoolers with disabilities

Running Bear, Candi Lynn (2023) Culturally relevant dialogic reading to increase vocabulary in Navajo preschoolers with disabilities. Doctoral thesis, Northern Arizona University.

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Abstract

This study investigated the evidence-based practice of Dialogic Reading to increase the vocabulary knowledge of Navajo preschoolers with disabilities while using culturally relevant picture books. Native American children should be represented as participants in more studies for evidence-based practices. In addition, parents of the preschool participants were interviewed for social validity to explore Navajo families’ views of the culturally relevant Dialogic Reading intervention, how they build vocabulary, and whether they value culturally relevant books. The results indicate that the use of culturally relevant picture books in a Dialogic Reading intervention did indeed increase the participants’ receptive and expressive vocabulary knowledge. Parents were pleased with these results.

Item Type:	Thesis (Doctoral)
Publisher’s Statement:	© Copyright is held by the author. Digital access to this material is made possible by the Cline Library, Northern Arizona University. Further transmission, reproduction or presentation of protected items is prohibited except with permission of the author.
Keywords:	Reading; Vocabulary; Navajo children; Culturally relevant materials;
Subjects:	L Education > LB Theory and practice of education
NAU Depositing Author Academic Status:	Student
Department/Unit:	Graduate College > Theses and Dissertations College of Education > Teaching and Learning
Date Deposited:	16 Oct 2025 16:28
Last Modified:	16 Oct 2025 16:28
URI:	https://openknowledge.nau.edu/id/eprint/6207

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