Online Dialogic Reading Training Program for Pediatric Clinicians: A Randomized Controlled Study

Pediatric clinicians (PC) play a pivotal role in promoting early development and literacy. Integrating dialogic reading (DR) techniques into routine pediatric care may offer long-term benefits; however, evidence supporting online DR training for PC is limited. This study evaluated the effectiveness of an online DR training program in improving DR skills, knowledge, and attitudes among PC.

A randomized controlled trial involving 104 participants was conducted. The intervention group received 1 weekly instructional video via a private communication application for 3 weeks. DR skills, knowledge, and attitudes were assessed at baseline, 3 weeks, and 7 weeks post baseline using a storytelling task, knowledge questionnaires, and attitude scales, respectively. Generalized estimating equations were used to analyze group differences over time.

DR skills, knowledge, and specific technique scores improved significantly in the intervention group compared to the control group over 7 weeks (P < .001). Additionally, the intervention group showed significant within-group improvements in DR skills, knowledge, and attitudes at both 3 and 7 weeks post baseline. However, attitudes toward DR did not differ significantly between groups.

Online DR training can effectively improve DR skills and knowledge among PC. Implementing such training in clinical practice may help clinicians more practically support early literacy development in children through caregiver engagement.