本研究為臺灣低社經幼兒，發展「對話式閱讀」的延伸方案，並驗證此實驗方案，在提升低社經小班幼兒理解和表達詞彙的效果，本研究採「準實驗研究」不等組前、後測設計，選取一所低社經幼兒經常就讀的公立幼兒園(前托兒所)，兩個分園全部小班低社經的幼兒為研究對象，隨機分派兩分園為實驗組或對照組。採「華語兒童理解與表達詞彙測驗」進行前、後測，僅實驗組介入「對話式閱讀」實驗處理，實驗組每位幼兒在幼兒園，參與以小組舉行的「對話式閱讀」，共計27次，每次20分鐘，每位實驗組幼兒家庭，每天也擁有「對話式閱讀」書袋資源，為期8週。研究結果顯示控制詞彙能力的個別差異後，實驗組幼兒比對照組幼兒，在表達和理解詞彙都有顯著進步，顯示本實驗方案良好的成效，作為鼓勵國內及早開始協助弱勢學童提升語言能力的具體實證依據。

The purposes of this study were to develop the dialogic reading program, extended with different strategies, for accelerating the vocabulary of Taiwan low social economic status (SES) preschoolers, and to assess the efficacy of this experimental program. One public day-care center to which low SES preschoolers often attended was selected. All the low SES preschoolers from the classes aged three to four in the two sub-centers were selected as the participants in this study. One of the two sub-centers was arbitrarily assigned as the experimental group. A quasi-experimental pretest posttest design was adopted. Receptive and Expressive Vocabulary Test was conducted before and after the experiment in both groups. Only experimental group received 27 times of small-group intervention of dialogic reading in preschool for each time of 20 minutes, as well as the dialogic reading book bags intervened in the families for eight weeks. The results revealed that the experimental group yielded greater improvement in the vocabulary test.