and discussion. It was guided by the belief that parents teach more than the
mechanisms and children; rather,
strategies of reading during they convey their worldviews
storybook and values
activity with their based on previous
experiences (Heath, 1983; Leichter, tions in literate activities according
1984), and respond to children’s initia- to what they choose as important and
what they see are the purposes of such interactions.
These purposes may be
shaped by the type of text being read, by their desire to assist their children, as well as parents’ own reading proficiency, all of which will reflect different patterns and styles of social interaction. As a sociocultural activity (Delgado- Gaitan, 1994) book reading allows parents and children to derive meaning from text in relation to their own lives.
Using tion that children’s
perspective, Ada (1988) developed
Spanish-speaking stories from their
parents in reading and own personal experiences.
an interven- reflecting on She reasoned
that dren four
parents who were reflective would be better how to relate storybook reading to their questions that probed these relationships,
able to teach their own chil- experiences. Using a set of she found that parents were
able to generate more meaningful
discussions with children.
in her intervention literature focusing
study that parent book on personal experiences
led to positive to participate consider text become more
changes in directly in in terms of interactive
and efficacy in being able
their children’s their own goals, in reading with
literacy learning. Encouraged parents in each case appeared their children.
presented here builds on and extends this research.
Using an intervention approach adapted from Ada (1988),
conversational ings in a book
interactions between parents and children club. Previous studies (Cochran-Smith,
this study examines during story read- 1984; Snow, 1983)
have indicated that frequency and quality of interactive language behaviors
influence sions of standing what children stories appear and recall of “take” from to enhance the book children’s language reading event. Active discus- vocabulary production growth, as well under- as their stories and , knowledge of print conventions (Dickinson & Smith, 1994; Morrow, 1988;
Whitehurst et al., 1994). However, studies of social interaction during story- book reading have rarely focused on how these patterns may be influenced by the type of text. Unlike previous research, this study conceptualized storybook reading as a jointly constructed event between parent, child, and text. Here, the role of text was explored as a critical variable in the inter- action. Pellegrini and his colleagues (Pellegrini, Perlmutter, Galda, & Brody, 1990), for example, reported that different types of text (i.e., in their case
narrative and expository) for low-income children and their mothers appeared to affect the dyadic interaction around books. Extending this research, it was reasoned that different types of text might provide greater access to