Dialogic reading shows promise with children with disabilities

"Dialogic reading is an interactive shared picture-book reading practice designed to enhance young children’s language and literacy skills. During the shared reading practice, the adult and the child switch roles so that the child learns to become the storyteller with the assistance of the adult, who functions as an active listener and questioner.
Two studies of dialogic reading that fall within the scope of the Early Childhood Education Interventions for Children with Disabilities review protocol meet What Works Clearinghouse (WWC) evidence standards. The two studies included 52 students with language delays, from ages three to six, participating in early childhood programs in the Pacific Northwest.³ Both studies examined intervention effects on children’s communication and language competencies...
Dialogic reading was found to have potentially positive effects on communication and language competencies for children with disabilities."

The 2 studies meeting WWC criteria are:
Crain-Thoreson, C., & Dale, P. S. (1999). Enhancing linguistic performance: Parents and teachers as book reading partners for children with language delays. Topics in Early Childhood Special Education, 19(1), 28–39.
Dale, P. S., Crain-Thoreson, C., Notari-Syverson, A., & Cole, K. (1996). Parent-child book reading as an intervention technique for young children with language delays. Topics in Early Childhood
Special Education, 16(2), 213–235.

Links to study descriptions are here:
http://ies.ed.gov/ncee/wwc/reports/ece_cd/dialogic_reading/#go_3