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ing transcripts were coded, and percentages were calculated for each type of utterance per session, as well as the total number of utterances for the parent and child. A total of 122 transcripts were coded.

In examining the findings, quantitative analyses mented by qualitative descriptions, illustrating reading sessions.

were conducted

and aug-

excerpts from

the book

The first analysis examined patterns of book reading for the three book

types (highly whether there

predictable,

episodic predictable,

and narrative) to determine

were

variations

in

interactions

across

readings.

Although

only

one exemplar of each provide an indication

text type was used in the of the importance of text

analysis, differences type in the nature of

could story-

book reading text condition strategies as

events. A multivariate analysis of variance (MANOVA), with

as the

the within-subjects variable and

dependent

measures,

revealed

the 11 types of interaction a significant text effect,

Wilks’s lambda F(22, 214)= 3.04,

Follow-up univariate

tests

(2, 116

indicated significant differences

in four utterance

categories:

bridging,

.Ol; chiming,

10.85,p<

.OOl; feedback,F=

3.06,

and recalling, Means and standard deviations

,

.OOl. shown in Table 3, indicated that dif-

ferences were most distinctive between the two predictable texts and the narrative text. Interactions around highly predictable text involved signifi- cantly more chiming and feedback, whereas interactions around narrative text involved more bridging and recalling of text.

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