Our research framework investigates the neural benefits of Dialogic Reading (DR). We explore how young children learn and develop optimally through warm, back-and-forth interactions with parents, caregivers, or teachers in the context of shared book reading. In addition to examining a child’s brain alone, we apply Two-Brain (hyperscanning) methods to investigate how core neural systems—supporting joint attention (vmPFC), theory of mind and self–other understanding (TPJ), language production and comprehension (Broca’s and Wernicke’s areas), auditory and visual processing (Temporal and Occipital lobes), and executive functions (PFC)—coordinate during naturalistic dialogic reading interactions. We primarily use functional Near-Infrared Spectroscopy (fNIRS) as our neuroimaging tool.

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           By characterizing the neural mechanisms of shared attention, language exchange, and socio-emotional attunement in early childhood, this framework advances our understanding of how interactive environments, particularly shared book reading, shape language, cognitive, and social brain networks. The findings have the potential to inform evidence-based practices and interventions in early education, family engagement, and developmental support.