This project is introducing DBR in the Swedish preschool context through a switching replications design. The participating teachers (n=10) are recruited from a collaborative network, ILTI as well as special educators (n=3) whom is coaching and supporting the preschool teachers. The preschool teachers self-report each reading session, including performed dialogic reading techniques and deviances from manual. The DBR is delivered in small group setting (3-8 children) five times a week, for five consecutive weeks. Selected target words within study consists of tier-2 words, particularly useful because of their general language utility (Beck, McKeown , & Kucan , 2013). The introduction of intensive reading practices within preschool may impact the social climate and child well-being. In order to assess child well-being a brittish questionnaire, How I Feel About My School (HIFAMS, Allen et al., 2017) is used. The HIFAMS is developed by Tamsin Ford et al. (2012) and not previously used in Sweden. Preliminary results indicate no gender differences at baseline and psychometric properties in line with previous results from UK (Allen et al., 2017).

This study is part of first author’s PhD thesis in the Research School in Special Education on Early Interventions in Early Childhood Education (Swedish Research Council 2017-03683).