. Author manuscript; available in PMC: 2015 May 6.

Published in final edited form as: Prev Sch Fail. 2010 Aug 7;52(4):11–16. doi: 10.3200/PSFL.52.4.11-16

Table 2.

Sequence of Prompting and Responding Techniques used in Dialogic Reading – PEER

What does it stand for?	How do you do it?	Example	How does it help?
P – Prompt	Prompt the child to name an object on the page or ask them about characters in the story.	Teacher: “What is this?”	• Increases attention
		Student: “A truck.”	• Engages child in the story
			• Increases knowledge of the plot
			• Increases vocabulary
E – Evaluate	Evaluate whether the child was correct. If not, think about what additional information you can add to expand the student's vocabulary.	Teacher thinks about response and information to add.	• Teacher gives the student individual feedback on his or her response and encourages him or her to add more information
E – Expand	Expand on the student's response by adding a few more words.	Teacher: “Yes, it's a big, red fire truck. Can you say that?”	• Encourages the student to say a little more than he or she would normally.
			• Increases vocabulary
R – Repeat	Ask the child to repeat the response.	Student: “A big, red fire truck.”	• Encourages the student to use language