Exploring the Implementation of Dialogic Reading Strategies: A Comprehensive Bibliometric and Systematic Literature Analysis

Abstract

This study delves into the application of dialogic reading as a transformative strategy to enhance early literacy and cognitive development among young learners. Using a dual-method approach combining bibliometric analysis and a systematic literature review (SLR), this research provides a comprehensive exploration of dialogic reading's global landscape and its practical applications in education. The bibliometric analysis identified leading countries, institutions, journals, and authors, revealing the United States as the dominant contributor, supported by strong educational infrastructures and research funding. The SLR critically examined 10 selected studies, uncovering prevalent learning theories such as Dialogic Reading Theory and Vygotsky's Sociocultural Theory, diverse research methodologies, and the extensive use of storybooks as the primary medium. Key findings highlight the adaptability of dialogic reading across cultural and educational contexts, the pivotal role of parent-child and educator interactions, and the importance of tailoring interventions to individual learner needs. Notably, the reviewed studies underscore significant research gaps, including the need for longitudinal studies, integration with emerging educational trends, and development of culturally relevant materials. Future research must also prioritize expanding sample diversity and enhancing training programs for educators and parents. This study offers a robust framework for implementing dialogic reading strategies, emphasizing its potential to revolutionize early childhood education by fostering interactive, inclusive, and effective learning environments.