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The following example illustrates the nature of talk that often occurred when reading the highly predictable text, Henny Penny:

Parent (reading): “Where are you going? The sky is falling and we must go and

tell the. . . (chiming) Parent: king,” (feedback) said Henny Penny, Cocky Locky, and Ducky

.

..

Ducky . . .

.

..

In this example, the rhythm and rhyme of the text appeared to solicit the

child’s participation,

Without specific request, the parent signaled the inter-

action through a kind of oral cloze technique, waiting for a response from the child (e.g., Ducky. . .). This was followed by an immediate feedback utterance to the response without breaking the rhythm of the text. In this respect, the reading resembled a form of responsive reading, with active

participation

from parent

and child.

Although

chiming was

more frequently

recorded for the episodic pre-

dictable text, clearly differences between this book type and others were not as stark as the differences between the highly predictable and the narrative text. In contrast to the highly predictable text, narrative text readings of the Snowy Day involved parents and children in getting meaning and linking the text with something that either involved or went beyond the child’s own

experience. The following examplefrom

Snowy Day illustrates a very different type

of interaction than that around the highly predictable text:

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