times stop to ask questions as she read. Following the reading, the facilitator would then engage parents in a discussion of the story, focusing on three key questions:
What would you want your child to take away from this book? Acting as a recorder, the parent leader would list common themes, distinctive qualities about the book, descriptive phrases, and unusual vocabulary. What kinds of questions or comments would you use to stimulate a discussion of the story? Various question types, like recall, prediction, questions that related to other experiences, and other books would be
recorded. How would you help your child revisit this book? Parent suggestions like rereading or activity extensions such as visiting a zoo, making cookies, or going for walks together were described.
were designed to engage parents in analyzing events and
ideas presented in the story, relating stories to their iences as well as helping to bridge these experiences to educational needs. In this respect, then, the discussion parents had rich experiences to share with others that children’s literature selections.
own personal exper- their children’s early format assumed that could be applied to
Library pockets and small index cards were provided so that parents could write down questions they believed most useful for guiding discus- sions with their children. Some of the parents would then continue to discuss
the book; others wanting additional practice would reread the text along with a facilitator. Following the discussion of approximately 40 min, parents
on the level of
then would visit their child’s for about 15 min, depending
read the story
read it to them,
or they might
their child, or ask him or her to pre- the child the story as they remembered
it using the pictures as guide. All readings were tape-recorded; provided to parents at the end of the project.
Parents were given a new book each week to add to No specific guidelines, however, were given regarding
or in what ways to read to
for parents to
them to spend
their child. Rather, talk about and share enjoyable time with
our ways their
their home libraries. when or how often, goal was to provide in which storybooks children.
each club recordings
Recordings from the 4th, 8th, and 12th
were used to analyze
of parent-child of three types
reading sessions in interactions. These of text: highly pre-
dictable (Henny Penny), predictable
and narrative (Snow_vDar),
read in counterbalanced
order by parents
in the three clubs. for these sessions
Selected among as all others.