Abstract
Abstract The purpose of the study was to determine teacher and child behaviors during story reading and how they are related. The study broadens the view of classroom storybook reading by examining differences across grade levels, specifically, kindergarten through sixth. Data were collected from 146 classrooms in urban and suburban school districts. The children were of mixed socioeconomic and ethnic backgrounds. Classrooms were observed once with two types of data collected: (1) a storybook reading observation form was completed as an experimenter observed the storybook sessions, and (2) storybook reading sessions were audiotaped and transcribed. A factor analysis narrowed down the teacher behaviors to five categories: (1) pre‐discussion, (2) methods of book handling, (3) dramatic expression, (4) modeling interactions, and (5) post‐discussion. A factor analysis also narrowed down the child behaviors to five categories: (1) involvement in pre‐discussion, (2) types of participation during the reading, (3)...
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