Reviewed by: Stories, Pictures, and Reality: Two Children Tell Adriana L. Medina (bio) Stories, Pictures, and Reality: Two Children Tell. By Virginia Lowe. New York: Routledge, 2007. Stories, Pictures, and Reality: Two Children Tell is written by an Australian parent-observer who studied her own two children’s reactions to books, from birth to age eight, in an attempt to chronicle the point in development at which children’s responses to books indicate their understanding of the reality status of stories. The childrsen, Rebecca and Ralph, were born three years and two months apart (December 1971 and February 1975, respectfully) into what Lowe describes as “a bookish, middle-class, educated home, with devoted parents who were committed book people” (13). Both parents were librarians, and thus books were common items in the home. Her children’s reading journey was the basis for Lowe’s doctoral dissertation, begun at the time that when Ralph was eighteen years old, and for this book, which was completed fourteen years later. Criticisms of this study are anticipated by Lowe and addressed in the first chapter. The reader is asked to trust that Lowe accurately captured and attributed the correct meaning (since a recorder was not used and she was usually the only observer of the events) to what the children said and did before, during, or after books were read to them. For the most part, this assumption is easily made by the reader; however, there are occasions to question Lowe’s interpretations and points where the reader wonders what the children must have thought or meant by their words and actions. In the afterword Rebecca, thirty-six years old at the time of the book’s publication, recalls a couple of events from her perspective and provides an interpretation of those events that differs from her mother’s. Four published studies by parent-observers related to children’s book encounters are used as comparisons throughout the book. In some cases, these other studies buttress Lowe’s interpretations, but more often than not they are stand in contrast and illustrate the uniqueness of Lowe’s study. Lowe’s study is distinct in that one of her subjects is a male, she chronicles both siblings’ responses to literature, and their exposure to books is from birth. Since there were minimal verbal responses from the children from birth to age two, Lowe documents behaviors and interprets what she believes the infants were thinking based on their [End Page 331] behavior and her motherly expertise (developed through interaction with and constant observation of her children). She believes that before the age of two, children have the beginnings of an understanding the reality status of stories. She stresses that children’s abilities and understanding during this age should not be underestimated. Overall, Lowe examines how children understand illustrations, the illustrator, the author, and the characters in stories. In reference to what is real and what is pretend, the author surmises that children do experience difficulty in expressing the difference between the two but not necessarily in distinguishing the difference. To demonstrate that children can grasp the concepts of reality, especially when given the words and an adult to mediate the differences, Lowe offers many convincing dialogical examples of how her two children tried to reconcile what they read to what they knew. Throughout the book, theories of cognitive psychology are offered as explanation and support for the themes identified by Lowe. Most chapters open with a brief overview of cognitive theory as it relates to the chapter’s focus. There are instances, however, where Lowe provides examples that challenge theories of child cognitive psychology. All references are provided as well as a bibliography of the children’s books to which her two children were exposed, many of which may be familiar to Australian readers. In reference to illustrations in books and how they relate to reality, Lowe’s examples focus on picture conventions such as perspective, missing parts, direction of regard, and point of view. She surmises that the children’s knowledge of the world (experiential knowledge or knowledge acquired through other books or by discussion with adults or adult explanation) influenced how the children related the pictures...