ENPAIR 2025

Dialogic reading (DR) is acknowledged as an effective method to enhance children’s language and cognitive abilities in a daily setting (Gosen et al., 2015; Kappeler Suter & Plangger, 2018) and it should be designed as adaptive as possible to the children’s learning requirements (Beckerle et al., 2024). In this context, a relevant factor is the children’s engagement in the DR activity (Decristan et al., 2020; Fredricks et al., 2004). It is defined as the child‘s internal involvement with and/or external participation in interacting with their environment (Decristan et al., 2020; Kaderavek et al., 2014; Laevers, 2007; McLaughlin et al., 2005). In addition to the differentiation in cognitive, emotional and behavioral engagement (Fredricks et al., 2004), the concept is further divided into interactive engagement and active engagement (Son et al., 2023).
Despite the extensive description of the concept and the development of fundamental observational methods, the question of the role of different engagement types in DR activities remains unresolved. The „Rating Scale for Assessing Children's Engagement in Dyadic Learning Situations – Dialogic Reading (R-kEnga – DL)“ is especially developed to answer this question adapting existing observational methods (Kaderavek et al., 2014; Laevers, 2007; Son et al., 2023). It is designed for video analysis, assigning six rating values for each video on a five-point scale using indicators operationalizing children’s engagement. The six items to be rated are comprised of a combination of (1) interactive or active and (2) cognitive, emotional or behavioral engagement. The presentation will illustrate first results and various types of children’s engagement in the current sample (n = 64).

Bibliography
Beckerle, C., Mackowiak, K., Miosga, C., Müller-Brauers, C., Lampe, F., Stein, R. et al. (2024). Adaptives dialogisches Lesen mit mehrsprachigen Kindern (ADIL). DDS – Die Deutsche Schule, 2024(2), 190–193. https://doi.org/10.31244/dds.2024.02.07
Decristan, J., Fauth, B., Heide, E. L., Locher, F. M., Troll, B., Kurucz, C. et al. (2020). Individuelle Beteiligung am Unterrichtsgespräch in Grundschulklassen: Wer ist (nicht) beteiligt und welche Konsequenzen hat das für den Lernerfolg? Zeitschrift für Pädagogische Psychologie, 34(3-4), 171–186. https://doi.org/10.1024/1010-0652/a000251
Fredricks, J. A., Blumenfeld, P. C. & Paris, A. H. (2004). School Engagement: Poten-tial of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59–109.
Gosen, M. N., Berenst, J. & de Glopper, K. (2015). Problem-solving during shared reading at kindergarten. Classroom Discourse, 6(3), 175–197.
Kaderavek, J. N., Guo, Y. & Justice, L. M. (2014). Validity of the children's orientation to book reading rating scale. Journal of Research in Reading, 37(2), 159–178.
Kappeler Suter, S. & Plangger, N. (2018). Dialogisches Lesen. Mit Kindern Bilderbü-cher dialogorientiert betrachten. Schweizerische Zeitschrift für Heilpädagogik, 24(4), 13–19.
Laevers, F. (2007). Die leuvener Engagiertheitsskala für Kinder (LES-K). CEGO.
McLaughlin, M., McGrath, D. J., Burian-Fitzgerald, M. A., Lanahan, L., Scotchmer, M., Enyeart, C. et al. (2005). Student Content Engagement as a Con-struct for the Measurement of Effective Classroom Instruction and Teacher Knowledge. Washington, D.C.: American Institutes for Research.
Son, S.‑H. C., Baroody, A. E. & Osgood Opatz, M. (2023). Measuring preschool chil-dren's engagement behaviors during classroom shared reading: Construct and concurrent validity of the shared reading engagement rating scale. Early Child-hood Research Quarterly, 64, 47–60. https://doi.org/10.1016/j.ecresq.2023.02.001