Adult-child shared-book-reading (SBR) is an everyday practice that is fundamental to young children's early engagement with literature. Its potential for supporting young children's participation in literacy is of continuing interest to parents, practitioners, researchers and policymakers alike. However, there is limited research involving critical examination of the processes involved in SBR, particularly of interaction beyond verbal language and of the ways in which differing social contexts influence children's participation. Through close examination of two children's involvement in eight SBR episodes using a multimodal lens, this paper surfaces complexity in the ways in which different contexts and children's previous experience of the text afford differential participation and influence narrative interpretations. The findings contribute to understandings of how SBR practices, and the role of affordance, repetition and modal appropriation, shape children's early engagement with literature.

成年共享书籍阅读（SBR）是日常活动，对幼儿早期接触文学至关重要。家长，从业人员，研究人员和决策者都不断关注其支持幼儿参与识字的潜力。但是，很少有研究涉及对SBR所涉及的过程进行批判性检查，尤其是对口头语言之外的互动以及不同社会背景影响儿童参与的方式的批判性检查。通过使用多模态透镜仔细检查两个孩子在八个SBR情节中的参与，本文以不同的语境和孩子先前的文本经验提供了不同的参与并影响叙述解释的方式揭示了复杂性。