• Inmaculada Baixauli, Carmen Berenguer, Belén Roselló, and Ana Miranda.
• Departamento de Logopedia, Facultad de Psicología, Universidad Católica de Valencia San Vicente-Mártir, Valencia, España. E-mail: inmaculada.baixauli@ucv.es.
• Medicina (B Aires). 2023 Mar 1; 83 Suppl 2: 586358-63.

IntroductionDialogic reading is one of the most used and studied techniques within the frame of shared book reading activities between children and adults. The current review aims to analyze its effects in late talkers and children with developmental language disorder, that is, not associated to other condition.MethodsA systematic review of the literature was carried out following PRISMA Statement guidelines.ResultsThe investigations reviewed show advances in children's lexical, grammatical and pragmatic indicators of language functioning. Likewise, changes are observed in the language of adults who apply the intervention, both in the use of dialogic reading strategies and in the grammatical and suprasegmental features of the language addressed to children.DiscussionThe evidence about the effectivity of dialogic reading in late talkers and children with developmental language disorders is promising but has important limitations that are mainly related to the design, social validity and reliability of interventions. Other remarkable issues relate to the books or materials employed and the measures used to assess its effectiveness.

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