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Related Concept Videos

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing

Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a bonus...
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Updated: Jul 7, 2026

Using Eye Movements Recorded in the Visual World Paradigm to Explore the Online Processing of Spoken Language
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Learning to Implement Dialogic Reading Through Video-Based Online Training: A Preliminary Study.

Veronica P Fleury1, Lindsay Dennis1, Alice N Williams1

  • 1School of Teacher Education, Florida State University, Tallahassee.

Language, Speech, and Hearing Services in Schools
|May 8, 2024
PubMed
Summary
This summary is machine-generated.

Online video modules show promise for training educators in dialogic reading (DR), but further support is needed for consistent implementation. Educators improved individual skills, yet full fidelity to the DR sequence requires enhancement.

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Area of Science:

  • Early Childhood Education
  • Speech-Language Pathology
  • Educational Technology

Background:

  • Dialogic reading (DR) is an evidence-based practice proven to enhance children's oral language development.
  • Current challenges exist in standardizing educator training and assessing fidelity for DR interventions.
  • Online video modules offer a potential solution for scalable initial DR training.

Purpose of the Study:

  • To evaluate the viability of online video modules for initial educator training in dialogic reading.
  • To assess educators' implementation fidelity of DR strategies after online video training.
  • To provide preliminary data for a future tiered training model for DR.

Main Methods:

  • A within-subject repeated-measures design was used with 20 educators.
  • Educators' reading sessions were recorded pre- and post-training video modules.
  • Fidelity was assessed based on the use of individual DR strategies and adherence to the full instructional sequence.

Main Results:

  • Educators demonstrated improvement in using individual DR strategies post-training.
  • Most educators did not consistently implement the entire DR instructional sequence.
  • Only one educator achieved over 80% fidelity in delivering the complete DR sequence.

Conclusions:

  • Online video modules can facilitate initial learning of DR strategies.
  • Enhancements to video training and supplementary coaching are likely necessary for achieving high implementation fidelity.
  • Further research is needed to optimize DR training for improved child language outcomes.