Parent-child interaction during storybook reading: wordless narrative books versus books with text

Abstract

This study examines the content and function of parent-child talk while engaging in shared storybook reading with two narrative books: a wordless book versus a book with text. Thirty-six parents audio-recorded themselves reading one of the books at home with their 3.5-5.5-year-old children. Pragmatic and linguistic measures of parental and child talk during both narrative storytelling and dialogic interactions were compared between the wordless and book-with-text conditions. The results show that the wordless book engendered more interaction than the book-with-text, with a higher rate of parental prompts and responsive feedback, and significantly more child contributions, although lexical diversity and grammatical complexity of parental language were higher during narration using a book-with-text. The findings contribute to research on shared storybook reading suggesting that different book formats can promote qualitatively different language learning environments.

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