Explores whether either of two sorts of individual work with parents in reading expository texts to their third-grade children would help children's understanding of new texts. Suggests that work with parents which specified how to highlight main ideas and details had moderately positive effects, while nonspecific work with parents had no similar…

Finds that the number of books and the amount of time treatment group children read and/or were read to by family members significantly increased over no-treatment comparison children, especially for boys. (RS)

Describes the variety of intertextual links made by the children as they listened to each variation of the Rapunzel story. Traces the development of their schema for the tale. Identifies seven types of intertextual connections. Consolidates the findings into a grounded theory of young children's schema-building for traditional stories, through…

Study investigates the nature of verbal interactions which occur between parents and kindergarten children as they read favorite (familiar) and unfamiliar books. States that favorite stories allow children to become more involved in the story and attend to print, while unfamiliar stories provide for expanded schemata which may enhance meaning…

Investigates whether frequent small group readings in school increases comprehension scores and the number and complexity of comments and questions from children of low socioeconomic status. Finds that story reading in small groups increases comprehension and the number and complexity of questions and comments. (RS)