The analysis also revealed a significant interaction in the amount of talk
As shown in
more when reading the narrative
suggest that the type and frequency of conversational
parents and children reading ability. For predictable text with
were influenced by the book type and the parents’ parents who lacked proficiency in reading, the highly its repetitive language and rhyme appeared to act as a
scaffold for active were more at ease
participation in reading,
with their young children. For parents such a scaffold appeared unnecessary.
engaged in more greater facility in
conversational interactions reading, these dyads appeared
to the text
proficiency seemed to the other
parent readers and children. Consequently, elicit more conversations both within and text types.
the narra- beyond the
The final analysis looked at gain scores in receptive language skills and con- cepts of print for children of low proficiency and proficient parent readers.