<![CDATA[The prevalence of speech delay in early childhood continues to increase which correlates with high passive screen time and lack of parent-child responsive verbal interaction. This study aims to test the effectiveness of application-based 'dialogic reading' interventions on improving children's expressive language skills with speech delay indications. The research method uses a quantitative approach with a quasi-experimental pretest-posttest control group design. The sample consisted of 34 children aged 3-5 years with speech delay divided into experimental groups and control groups. The experimental group received an intervention of dialogic reading application for 15 minutes per day for 8 weeks. The measurement instrument used the Early Language Milestone Scale-2 (ELMS-2) and an interaction observation sheet. Data analysis was conducted using Independent Sample T-Test and N-Gain Score. The results showed a significant difference (p<0.001) with the experimental group's N-Gain of 0.71 (high category) higher than that of the control group of 0.32 (medium category). The conclusions showed that application-based dialogic reading was effective in improving vocabulary, Mean Length of Utterance (MLU), and verbal responsiveness as a parent-mediated intervention model.]]>
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