This study aimed to explore the effectiveness of Picture Book-based Dialogic Reading (PBbDR) in enhancing a 3 rd grader’s creativity. The intervention pr ogram of picture book-based dialogic reading included four reading steps (PEER), and five prompt methods (CROWD). PEER is an acronym of Prompt, Evaluate, Expand and Repeat, and CROWD is an acronym of Completion prompts, Recall prompts, Open-ended prompts, Wh prompts, and Distancing prompts. We adopted a multiple-baseline design across three behaviors (language divergence, graphic divergence, and language convergence). The results indicated that the scores of three behaviors were improved after intervention, and had a good maintenance and generalization effect. The results were discussed and social validity was also obtained.
Abdi, A., & Rostami, M. (2012). The Effect Multiple Intelligences-Based Instruction on Student’s Creative Thinking Ability at 5th Grade in Primary School. Procedia-Social and Behavioral Sciences, 47, 105-108. https://doi.org/10.1016/j.sbspro.2012.06.621
Aerila, J., & Ronkko, M. (2015). Integrating Literature with Craft in a Learning Process with Creative Elements. Early Childhood Education Journal, 43, 89-98. https://doi.org/10.1007/s10643-013-0626-1
Amabile, T. M. (1985). Motivation and Creativity: Effects of Motivational Orientation on Creative Writers. Journal of Personality and Social Psychology, 48, 393-399. https://doi.org/10.1037/0022-3514.48.2.393
Amabile, T. M. (1996). Creativity in Context: Update to “The Social Psychology of Creativity”. Westview Press.
Beghetto, R. A., Kaufman, J. C., & Baxter, J. (2011). Answering the Unexpected Questions: Exploring the Relationship between Students’ Creative Self-Efficacy and Teacher Ratings of Creativity. Psychology of Aesthetics, Creativity, and the Arts, 5, 342-349. https://doi.org/10.1037/a0022834
Charles, R. E., & Runco, M. A. (2001). Developmental Trends in the Evaluative and Divergent Thinking of Children. Creativity Research Journal, 13, 417-437. https://doi.org/10.1207/S15326934CRJ1334_19
Chen, B., Hu, W., & Plicher, J. A. (2016). The Effect of Mood on Problem Finding in Scientific Creativity. The Journal of Creativity Behaviour, 50, 308-320. https://doi.org/10.1002/jocb.79
Cheng, L., Wang, C. G., Ma, X. C., Zhang, Y. X., Shen, X. D., & Zhang, J. (2018). On the Relationship between the Creative Classroom Environment and the Creativity of Hearing-Impaired Students in Grades 3 - 6. Chinese Journal of Special Education, No. 5, 21-28. https://doi.org/10.3969/j.issn.1007-3728.2018.05.005
Cho, Y., Chung, H. Y., Choi, K., Seo, C., & Baek, E. (2013). The Emergence of Student Creativity in Classroom Settings: A Case Study of Elementary Schools in Korea. The Journal of Creative Behavior, 47, 152-169. https://doi.org/10.1002/jocb.29
Cleave, P. L., Becker, S. D., Curran, M. K., Van Horne, A. J. O., & Fey, M. E. (2015). The Efficacy of Recasts in Language Intervention: A Systematic Review and Meta-Analysis. American Journal of Speech-Language Pathology, 24, 237-255. https://doi.org/10.1044/2015_AJSLP-14-0105
Correa, V. I., Lo, Y. Y., Godfreyhurrell, K., Swart, K., & Baker, D. (2015). Effects of Adapted Dialogic Reading on Oral Language and Vocabulary Knowledge of Latino Preschoolers at Risk for English Language Delays. Multiple Voices for Ethnically Diverse Exceptional Learners, 15, 3-21. https://doi.org/10.5555/2158-396X.15.2.3
Cropley, A. J. (1990). Creativity and Mental Health in Everyday Life. Creativity Research Journal, 3, 167-178. https://doi.org/10.1080/10400419009534351
Doron, E. (2017). Fostering Creativity in School Aged Children through Perspective Taking and Visual Media Based Short Term Intervention Program. Thinking Skills and Creativity, 23, 150-160. https://doi.org/10.1016/j.tsc.2016.12.003
Duan, J. Y. (2001) Experimental Research on the Cultivation of Elementary School Students’ Creativity. Journal of the Chinese Society of Education, No. 6, 24-28. https://doi.org/10.3969/j.issn.1002-4808.2001.06.007
Dziedziewicz, D., Oledzka, D. & Karwowski, M. (2013). Developing 4- to 6-Year-Old Children’s Figural Creativity Using a Doodle-Book Program. Thinking Skills and Creativity, 9, 85-95. https://doi.org/10.1016/j.tsc.2012.09.004
Gámez, P. B., González, D., & Urbin, L. M. (2017). Shared Book Reading and English Learners’ Narrative Production and Comprehension. Reading Research Quarterly, 52, 275- 290. https://doi.org/10.1002/rrq.174
Ge, C., & Bai, X. J. (2007). Effects of Training Methods on Children with Different Creativity Levels. Studies of Psychology and Behavior, No. 1, 13-17.
Guilford, J. P. (1967). The Nature of Human Intelligence. McGraw-Hill.
He, Y. H. (2018). Research and Practice on Dialogue Reading Teaching. The World & Chongqing, No. 8, 62-63.
Hu, W., Wu, B., Jia, X., Yi, X., Duan, C., Meyer, W., & Kaufman, J. C. (2013). Increasing Students’ Scientific Creativity: The “Learn to Think” Intervention Program. The Journal of Creative Behavior, 47, 3-21. https://doi.org/10.1002/jocb.20
Huennekens, M. E., & Xu, Y. (2016). Using Dialogic Reading to Enhance Emergent Literacy Skills of Young Dual Language Learners. Early Child Development and Care, 186, 324-340. https://doi.org/10.1080/03004430.2015.1031125
Hui, A. N. N., Chow, B. W., Chan, E. S. M., & Leung, M. (2020). Reading Picture Books with Elements of Positive Psychology for Enhancing the Learning of English as a Second Language in Young Children. Frontiers in Psychology, 10, Article No. 2899. https://doi.org/10.3389/fpsyg.2019.02899
Kaufman, J. C., & Baer, J. (2005). Creativity across Domains: Faces of the Muse. Lawrence Erlbaum Associates Publishers.
Kaufman, J. C., & Beghetto, R. A. (2009). Beyond Big and Little: The Four C Model of Creativity. Review of General Psychology, 13, 1-12. https://doi.org/10.1037/a0013688
Krampen, G. (2012). Cross-Sequential Results on Creativity Development in Childhood within Two Different School Systems: Divergent Performances in Luxembourg versus German Kindergarten and Elementary School Students. Europe’s Journal of Psychology, 8, 423-448. https://doi.org/10.5964/ejop.v8i3.468
Lever, R., & Sénéchal, M. (2011). Discussing Stories: On How a Dialogic Reading Intervention Improves Kindergartners’ Oral Narrative Construction. Journal of Experimental Child Psychology, 108, 1-24. https://doi.org/10.1016/j.jecp.2010.07.002
Liu, H. S. (2019). A Study on the Intervention of Picture Book Creative Reading on the Developmental to Creative Thinking of Children Aged 4-5 Years. Master’s Thesis, Inner Mongolia Normal University.
Liu, H. S., & Mu, D. (2019). Study on the Influence of 4 - 5-Year-Old Children’s Creativity—Use Picture Book Creative Reading as an Intervention Method. Educational Practice and Research, No. 4, 56-59. https://doi.org/10.14160/j.cnki.13-1259/g4-c.2019.04.022
Liu, J. Y. (2015). On the Picture Book Instruction in Kindergarten. Studies in Preschool Education, No. 7, 70-72.
Lubart, T., Barbot, B., & Besancon, M. (2019). Creative Potential: Assessment Issues and the EPoC Battery/Potencial creativo: Temas de evaluación y batería EPoC. Estudios de Psicología, 40, 540-562. https://doi.org/10.1080/02109395.2019.1656462
Lubart, T., Besancon, M., & Barbot, B. (2011). EPoC: évaluation du potentiel creative des enfants. Editions Hogrefe France.
Noble, C., Cameron-Faulkner, T., Jessop, A., Coates, A., Sawyer, H., Taylor-Ims, R., & Rowland, C. F. (2020). The Impact of Interactive Shared Book Reading on Children’s Language Skills: A Randomized Controlled Trial. Journal of Speech, Language and Hearing Research, 63, 1878-1897. https://doi.org/10.1044/2020_JSLHR-19-00288
Piaget, J. (1970). Genetic Epistemology. Trans. E. Duckworth. Columbia University Press. https://doi.org/10.7312/piag91272
Piaget, J., & Inhelder, B. (1973). Memory and Intelligence. Routledge and Kegan Paul.
Putri, S. U., Sumiati, T., & Larasati, I. (2019). Improving Creative Thinking Skill through Project-Based-Learning in Science for Primary School. Journal of Physics: Conference Series, 1157, Article ID: 022052. https://doi.org/10.1088/1742-6596/1157/2/022052
Ruini, C., Albieri, E., Ottolini, F., & Vescovelli, F. (2020). Once Upon a Time: A School Positive Narrative Intervention for Promoting Well-Being and Creativity in Elementary School Children. Psychology of Aesthetics, Creativity, and the Arts. Advance Online Publication. https://doi.org/10.1037/aca0000362
Ryan, F. L. (1973). Differentiated Effects of Levels of Questioning on Student Achievement. The Journal of Experimental Education, 41, 63-67. https://doi.org/10.1080/00220973.1973.11011411
Segundo Marcos, R. I., López Fernández, V., Daza González, M. T., & Phillips-Silver, J. (2020). Promoting Children’s Creative Thinking through Reading and Writing in a Cooperative Learning Classroom. Thinking Skills and Creativity, 36, Article ID: 100663. https://doi.org/10.1016/j.tsc.2020.100663
Shao, D. (2019). An Empirical Study of the Reading Teaching of Picture Book on Improving the Imagination of and High Grade Pupils. Master’s Thesis, Wenzhou University. https://doi.org/10.27781/d.cnki.gwzdx.2019.000008
Sternberg, R. J. (2020). What’s Wrong with Creativity Testing? The Journal of Creative Behavior, 54, 20-36. https://doi.org/10.1002/jocb.237
Sternberg, R., & Lubart, T. (1999). The Concept of Creativity: Prospect and Paradigm. In R. Sternberg (Ed.), Handbook of Creativity (pp. 3-15). Cambridge University Press. https://doi.org/10.1017/CBO9780511807916.003
Torrance, E. P. (1968). A Longitudinal Examination of the Fourth Grade Slump in Creativity. Gifted Child Quarterly, 12, 195-199. https://doi.org/10.1177/001698626801200401 https://www.proquest.com/scholarly-journals/longitudinal-examination-fourth-grade-slump/docview/615615036/se-2?accountid=8554
Urbani, J. M. (2019). Implementing and Adapting Dialogic Reading for Deaf and Hard of Hearing Elementary School Students: Case Studies of Three Teachers. American Annals of the Deaf, 164, 97-136. https://doi.org/10.1353/aad.2019.0011
van Kraayenoord, C. E., & Paris, S. G. (1996). Story Construction from a Picture Book: An Assessment Activity for Young Learners. Early Childhood Research Quarterly, 11, 41-61. https://doi.org/10.1016/S0885-2006(96)90028-9
Vygotsky, L., & Cole, M. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Wang, P. R., Xu, J. H., & Sturm, B. W. (2017). Study on Expression Skill Impacts of Children’s Reading Techniques. Library Forum, No. 4, 83-89.
Wang, X. F. (2015). A Comparative Study of the Impact of Chinese and American Scientific Picture Books on Creativeness of Middle School Children. Master’s Thesis, Qingdao University. https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD201602&filename=1015984097.nh
Whitehurst, G. J., Epstein, J. N., Angell, A. L., Payne, A. C., Crone, D. A., & Fischel, J. E. (1994). Outcomes of an Emergent Literacy Intervention in Head Start. Journal of Educational Psychology, 86, 542-555. https://doi.org/10.1037/0022-0663.86.4.542
Whitehurst, G. J., Falco, L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Men- chaca, M. C., & Caulfield M. (1988). Accelerating Language Development through Picture Book Reading. Developmental Psychology, 24, 552-559. https://doi.org/10.1037/0012-1649.24.4.552
Wo, J. Z., Wang, Y. H., Liu, C. M., & Lin, C. D. (2009). Development of Creativity: The Evidence From Chinese Adolescents. Journal of Psychological Science, 32, 535-539. https://doi.org/10.16719/j.cnki.1671-6981.2009.03.067
Xu, X. F., & Xin, T. (2013). Research Approaches to and New Developments in Creativity Measurement. Tsinghua Journal of Education, 34, 54-63. https://doi.org/10.14138/j.1001-4519.2013.01.001
Yan, J. C., & Zhai, M. R. (2016). Effects of Intervention Training on Emotional Talk and Co-Reading Skill on Young Children’s Emotional Cognition and Emotion Regulation. Journal of Educational Psychology, Department of Educational Psychology and Counselling, Taiwan Normal University, 48, 113-132.
Zhang, W. J. (2013). Research of Teacher-student Relationship Based on the creativity Development of Students. Master’s Thesis, Shandong Normal University. https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD201302&filename=1013217037.nh
Zhang, X., Chen, W. F., & Liu, Y. (2015). The Review of Youth Creativity Assessment Tools. Science Popularization, 10, 93-100. https://doi.org/10.19293/j.cnki.1673-8357.2015.01.014
Zhu, Q. X. (2014). A Practical Study of “Dialogic” Teacher-Child Interactions to Promote Children’s Reading Interest. China Education Innovation Herald, No. 15, 40-41.