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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.

Conversations

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

classroom and

read their

on the level of

interaction.

new

book together

The

less proficient

then would visit their child’s for about 15 min, depending

parent

readers might

read the story

tend to

read it to them,

or they might

to tell

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.

copies were

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

opportunities

for parents to

might enable

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

corresponded

to

the

patterns readings

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

the

12

readings,

procedures

were

similar

in the three clubs. for these sessions

Selected among as all others.

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