INFLUENCES OF TEXT AND PICTURES ON SHARED AND EMERGENT READINGS

This study examined influences of text language ans structure and text -picture the teacher-led shaved readings that preceded them. Thirty-th ree five-year-old preschoolers did emergent readings of three story bo oks after hearing the books read repeatedly by their classroom teacher s. Emergent reading level, amount and type of story content included, and amount of imported information were significantly different across the three books. The text content most often included in emergent rea dings was supported by illustrations, was expressed in repeated langua ge patterns, or conveyed crucial story content. Teacher-led shaved rea dings of the three books also differed in the amount of imported infor mation and the amount of children's participation in reading the stori es. The findings on emergent readings support a transactional model of emergent reading and highlight the importance of considering the infl uence of textual features on early reading behaviors and knowledge. Th e findings on shared readings call for more attention to the interacti on of adult reading styles and text factors in the practice of shared reading in homes and classrooms.