Early book reading: How mothers deviate from printed text for young children

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Abstract
The purpose of this study was to describe how mothers deviate from text (print and illustrations) while reading to young children and how mothers’ text deviations vary according to children's development based on chronological age. Twenty‐five mothers, grouped according to their children's ages (6‐, 12‐, 18‐, 24‐month‐olds and 4‐year‐olds) read two preselected children's books during two scheduled reading sessions. Results showed mothers of the 24‐month‐olds and 4‐year‐olds asked more questions to engage their children, and spent more time explaining text concepts, whereas mothers of the 6‐, 12‐, 18‐month‐olds simplified text concepts. Mothers of the 12‐ and 18‐month‐olds used more strategies that engaged their children during book reading. Mothers’ use of strategies to keep children involved in early book reading events does in some respect depend upon children's cognitive, linguistic, experiential, and affective development.