Dialogic reading is not simply reading aloud. Developed originally by developmental psychologists in the late 1980s, the method transforms storybook time from a passive listening experience into an active dialogue between adult and child. The adult prompts the child with questions, encourages the child to name objects, expand on short phrases, and retell parts of the story, and then responds with feedback and praise. Over repeated sessions, the child gradually takes on more of the storytelling role while the adult shifts into the position of an attentive listener and gentle coach. The technique rests on a well-established theoretical foundation: children learn language best when they are actively producing it within responsive, socially meaningful interactions rather than merely absorbing it from a one-way stream of adult speech.

The research team, Erinç Ergenekon and Nesrin Işıkoğlu, set out to address a gap that has persisted in the literature. Dialogic reading has accumulated decades of evidence for boosting vocabulary, print awareness, phonological awareness, and other emergent literacy skills. A separate body of work has explored how picture books with mathematical content can introduce children to counting, comparison, size, and spatial concepts. But relatively few studies had asked whether combining the two—applying the dialogic method to carefully chosen math storybooks—could lift literacy and numeracy together in the same children. Given how tightly language and mathematics are intertwined in early development, the question carries real weight for anyone designing preschool curricula.

The study involved fifty-nine children, thirty-three boys and twenty-six girls, drawn from four preschool classrooms in a public school, along with their four teachers. The classrooms were randomly assigned to either an experimental or a control condition, with the two groups closely matched in average age: the experimental group averaged about 57.15 months, and the control group about 57.48 months, meaning the children were just under five years old. Over six weeks, teachers in the experimental classrooms read the same six math storybooks three times a week using the dialogic reading method. The control classrooms continued their usual activities without dialogic reading sessions or the math storybooks, providing a baseline against which the intervention’s effects could be measured.

The choice of books mattered. The six storybooks included translated classics by the illustrator Leo Lionni, such as Swimmy and Inch by Inch, works whose narratives naturally embed mathematical ideas. Inch by Inch, for instance, follows a little worm who measures the bodies of birds one inch at a time, inviting conversations about length, comparison, and counting. Stories like these give teachers organic openings to ask questions such as how long something is, which animal is bigger, or how many steps a character has taken. Rather than drilling arithmetic, the books weave quantity, measurement, and spatial reasoning into narrative contexts that young children find inherently engaging, allowing mathematical language to emerge through conversation rather than instruction.

When the researchers compared the two groups after the six-week intervention, the results were clear. Children who had experienced the dialogic reading sessions with math storybooks showed significantly greater gains in both early literacy and early math skills than their peers in the control classrooms. The literacy gains likely reflect the rich verbal interaction at the heart of the method: repeated questioning, expanded responses, and exposure to print concepts during shared reading are precisely the ingredients that meta-analyses have repeatedly linked to stronger emergent literacy. The math gains, meanwhile, suggest that the mathematical vocabulary and concepts embedded in the storybooks were effectively transmitted through the same conversational machinery, giving children practice with number words, comparative language, and quantitative reasoning in a naturalistic setting.

These dual-domain findings fit into a broader scientific picture that has been assembling for years. Large longitudinal studies have shown that children’s mathematical knowledge at school entry is one of the strongest predictors of later academic achievement, sometimes rivaling or exceeding the predictive power of early reading skills. Other research has demonstrated that language ability and mathematics achievement develop in a mutually reinforcing relationship, with meta-analytic evidence indicating that improvements in one domain feed growth in the other. Mathematical language in particular—words like more, less, longer, fewer, and next to—has emerged as a critical bridge, with intervention studies showing that deliberately cultivating this vocabulary causally improves children’s numeracy. A reading routine that simultaneously enriches general language and saturates conversation with mathematical terms is therefore well positioned to act on both fronts at once.

The practical implications are striking because the intervention is so accessible. It requires no special technology, no expensive curriculum package, and no restructuring of the preschool day. Teachers need a small set of thoughtfully selected math storybooks, training in the dialogic prompting techniques, and roughly three short reading sessions per week. The researchers note that this makes the approach attractive not only for educators but also for policymakers seeking scalable strategies to support foundational skills, particularly in public school settings where resources may be limited. Because the same routine supports literacy and numeracy simultaneously, it offers an integrated teaching method at a time when many curricula still treat the two domains as separate silos requiring separate instructional blocks.

The study also carries methodological significance. As one of the first quasi-experimental studies to examine the combined effects of dialogic reading on literacy and math outcomes in the same sample, it strengthens the case for a genuinely integrated model of early childhood instruction. The researchers acknowledge the study’s scope: the sample was drawn from a single public school, and the intervention lasted six weeks, leaving open questions about how the effects persist over longer periods and whether they generalize across different populations and educational systems. The data supporting the findings are available from the corresponding author upon reasonable request, and the study received no external funding. The authors report no conflicts of interest, and the work was approved by the Pamukkale University Ethics Committee with informed consent obtained from parents and participants.

For parents and teachers, the takeaway is refreshingly simple. The bedtime story and the classroom read-aloud are not just cozy rituals or literacy exercises; they are opportunities to build the architecture of mathematical thinking as well. By choosing books in which numbers, sizes, patterns, and measurements live naturally inside the story, and by asking children questions that invite them to talk, predict, explain, and retell, adults can turn twenty minutes with a picture book into a workout for two developing minds at once. In an era when school readiness gaps appear early and persist for years, evidence that such a modest, joyful practice can move the needle on both literacy and mathematics is news worth reading about—and, better still, reading aloud.

Subject of Research: Effects of dialogic reading with math storybooks on preschoolers' early literacy and math skills

Article Title: Dialogic Reading: A Way to Support Early Literacy and Math Skills in Preschoolers

Article References: Ergenekon, E., & Işıkoğlu, N. (2026). Dialogic Reading: A Way to Support Early Literacy and Math Skills in Preschoolers. Early Childhood Education Journal. https://doi.org/10.1007/s10643-026-02358-7

Image Credits: AI Generated

DOI: 10.1007/s10643-026-02358-7

Keywords: dialogic reading, early literacy, early math skills, math storybooks, preschoolers, shared book reading, mathematical language, school readiness, early childhood education, intervention study, Dialogic, Reading