Shared reading sessions utilizing dialogic reading methods have shown promise in supporting children’s language development and comprehension, though variability in implementation among practitioners remains a concern. This study analyzed 33 videotaped, one-on-one dialogic reading sessions implemented by 14 Chilean preservice early childhood educators and children aged 1 to 6. In total, 1289 sequences were examined for adherence to the PEER structure (prompt, evaluate, expand, and repeat), prompt type, and rate and length of children’s answer. Results showed that, on average, PSECEs executed sequences of 1.75 steps, with only 5% of all sequences reaching the final step. Furthermore, the study investigated the types of prompts employed by PSECEs. Notably, 69% of the prompts included questions, with wh-word-initiated questions comprising 46% of the total questions. Within this category, 16% were classified as high-challenge. Merely 7% of all prompts featured high-challenge questions. Children’s response rates were notably higher for prompts containing questions compared to other types of prompts, as well as for those containing wh-questions compared to other question types. Moreover, children’s answers were observed to be longer in response to prompts including high-challenge questions in contrast to other prompt types. Implications of these findings and future lines of research are discussed.

利用对话阅读方法的共享阅读课程在支持儿童语言发展和理解方面显示出了希望，尽管实践者之间实施的差异仍然令人担忧。这项研究分析了 14 名智利职前幼儿教育工作者和 1 至 6 岁儿童实施的 33 个录像一对一对话阅读课程。总共检查了 1289 个序列是否符合 PEER 结构（提示、评估、扩展和阅读）。重复）、提示类型以及儿童回答的速度和长度。结果显示，PSECE 平均执行 1.75 个步骤的序列，只有 5% 的序列到达最后一步。此外，该研究还调查了 PSECE 使用的提示类型。值得注意的是，69% 的提示包含问题，其中以 wh 词开头的问题占总问题的 46%。在这一类别中，16% 被归类为高挑战。只有 7% 的提示包含高挑战性问题。与其他类型的提示相比，儿童对包含问题的提示以及包含 wh 问题的提示的响应率明显高于其他问题类型。此外，与其他提示类型相比，儿童对包括高挑战性问题在内的提示的回答时间更长。讨论了这些发现的意义和未来的研究方向。