Abstract
Abstract It is a common experience for parents to read to their preschool children. Little research exists which explores the nature of the verbal interactions which occur between parents and children as they read favorite (familiar) and unfamiliar books. This study investigated the nature of such interaction between 20 fathers, 20 mothers and their 27 kindergarten children. Statistical analyses indicated that while fathers and mothers did not differ in the nature of their interactions, the interactions of parents and children did differ across favorite and unfamiliar stories. While favorite stories'appear to serve a function of allowing the children to become more involved in the story and attend to the print, the unfamiliar story provided for expanded schemata which may enhance meaning construction in subsequent stories.
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