Abstract Parents’ conversational interactions with their children during shared bookreading (i.e. extratextual talk) have been shown to have a variety of positive impacts on children’s development. The current study examines an expanded range of children’s book types to investigate the extent to which sub-genres of books may influence the quantity and quality of this extra-textual talk. Four books representing different sub-genres (traditional narrative, character study, alphabet book, life-skills book) were used. Parents (N = 48) read one these books to their pre-school child (M age = 4.6 years) and their talk was coded for linguistic complexity (MLU), lexical diversity, and for quantity of talk providing feedback or encouragement, promoting vocabulary development, promoting book and print concepts, and exhibiting abstract decontextualization. Results showed that some types of extratextual talk, such as talk promoting vocabulary development, were constant across books of all genres ; by contrast there were differences in the amount of extratextual talk and in the proportion of abstract decontextualized talk that varied across the books. We discuss the differences in terms of the books’ sub-genre and the features that characterize those sub-genres.

中文翻译：

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图书子类型对亲子阅读互动的影响

摘要 父母在共同读书期间与孩子的对话互动（即文本外谈话）已被证明对孩子的发展具有多种积极影响。当前的研究检查了更广泛的儿童书籍类型，以调查书籍的子类型可能会在多大程度上影响这种文本外谈话的数量和质量。使用了代表不同子类型（传统叙事、人物研究、字母书、生活技能书）的四本书。父母 (N = 48) 给他们的学龄前儿童 (M 年龄 = 4.6 岁) 读一本这些书，他们的谈话被编码为语言复杂性 (MLU)、词汇多样性以及提供反馈或鼓励、促进词汇量的谈话数量发展，促进书籍和印刷概念，并展示抽象的去语境化。结果表明，某些类型的文本外谈话，例如促进词汇发展的谈话，在所有类型的书籍中都是不变的；相比之下，书外谈话的数量和抽象去语境化谈话的比例存在差异，这些谈话因书籍而异。我们讨论了书籍子类型的差异以及这些子类型的特征。