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participation

in

storybook

reading

among

parents

and

children,

especially

for those parents who were less proficient in reading than others. The purposes of this study were both descriptive and predictive

.

The

investigation

began by describing the linguistic features of book-reading

events to determine reading interactions book clubs. I then proficient and less

whether there were identifiable patterns of storybook as a function of text among parents and children in the examined the extent to which joint readings varied for proficient parent readers. Finally, I examined emergent

literacy growth in

of

proficient

and

receptive vocabulary less proficient parent

and print conventions for children readers involved in the book club

program. Consequently, through study sought to provide a stronger to literary resources may enhance

qualitative foundation children’s

and quantitative analyses, this for understanding how access access to literacy.

Parents and children from three Head Start classrooms located in three

Title 1 elementary schools in a large, urban metropolitan

area participated

Two

of the centers

19%

Latino), and

in the project. children (80%;

served a majority the other, largely

of African-American Latin0 (83% Latino,

15% Start

African American). standards. Of the

All families were classified as low income by Head children 85% came from single-parent homes.

Recruitment for the Notices were distributed

book club was asking parents

conducted by to participate

teachers at each

site.

in attending a

l-hr-

long weekly club over free children’s books. fathers), out of a total

a 1Zweek period designed to talk about and receive

Forty-one parents (18,12,11 per of 51 families agreed to participate;

site; 37 mothers, 4 26 of these parents

were African American, these parents (12 Latino

,

14 Latino, 6 African

and 1 Caucasian. By self-report,

18 of

American)

indicated

that

they

had

sig-

nificant reading difficulties and were currently enrolled in a school-based literacy program (Neuman, 1996). Most reported having few literacy resources for children beside coloring books and a small number of children’s books. None regularly read to their children.

Prior to the intervention,

English-speaking

children (N= 39; 2 of the chil-

dren were Vocabulary

Spanish-speaking

only) were administered

Test

(PPVT)

(Dunn

&

Dunn,

1981)

as

a

the Peabody Picture measure of receptive

language, of their

and the Concepts of

knowledge

of

print

Print test (COPT) (Clay,

conventions.

Average

1979) as an

indicator

scores were

22.19%

17.37) and 13.91%

for the PPVT and COPT respectively

(see Table 1 for descriptive statistics).

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