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Interaction between mothers and their 2-, 31/2-, and 5-year old children was examined during book reading sessions. Sixteen dyads at each age level read a novel and familiar book. Formal reading and interchange about story content increased with age and book familiarity, while labelling decreased with age and book familiarity. The results highlighted the informal teaching that takes place during early reading activity, and provide evidence that mothers adjust verbal input to their child in accord with the child's general cognitive and linguistic competence

Interaction Between Mothers and Preschool Children when Reading a Novel and Familiar Book