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.
The first analysis examined patterns of book reading for the three book
types (highly whether there
and narrative) to determine
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
book reading text condition strategies as
events. A multivariate analysis of variance (MANOVA), with
the within-subjects variable and
the 11 types of interaction a significant text effect,
Wilks’s lambda F(22, 214)= 3.04,
indicated significant differences
in four utterance
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.