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Latin0

14

African American

26

Caucasian

1

Parent ethnicity

Low

18

Proficient

23

Concepts of Print Test (COPT)* (possible score 24)

39%

13.91 (SD=9.98)

Peabody Picture Vocabulary” Test

39% 22.19

17.37)

’ N= 39 (2 Spanish-speaking children were not tested).

Twelve illustrated story books were selected for the weekly book clubs. Literature selections were based on several criteria: Stories were

chosen

for their

young

children,

lively illustrations, availability in both

interesting characters, Spanish and English,

and topics

for

as well as

the

book’s potential to spark interaction between parent and

reasoned

that

different

types

of

stories

might

provide

child. Here, it was differing levels of

scaffolding stories with

for interaction highly predictable

between language

parents and children. For example, and action sequences with accompany-

ing illustrations seemed especially conducive to active participation, ularly for parents who might be less proficient readers than others

partic- . Stories

scaffolding, with some predictable language and structure and less frequent vocabulary , whereas stories with no predictable refrains, but appeared to

with a

more episodic

provide

somewhat less

language seemed more

dependent on adult support for participation.

Reflecting these distinctions,

the book selections included stories with highly familiar sequences (i.e., Nenny Penny), episodic

predictable predictable

language texts (i.e.,

and

and narratives (i.e., Snowy

Appendix A for selections.

Designed to be a meeting place for conversa- tions about children’s books and a time for parents and children to read

together, book clubs were sions were audiotaped to

held weekly at ensure fidelity

each site, over of treatment.

a la-period. All ses- Sessions followed a

teacher

from the

community.

Spanish

version

of the story.

similar

format and were co-facilitated

by

Parents

were

a parent leader and a bilingual free to select either an English or

Each week began with a choral reading of a children’s book. The facilita- tor would dramatize the action, emphasize repetitive phrases, and some-

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