This study examines the content and function of parent-child talk while engaging in shared storybook reading with two narrative books: a wordless book versus a book with text. Thirty-six parents audio-recorded themselves reading one of the books at home with their 3.5–5.5-year-old children. Pragmatic and linguistic measures of parental and child talk during both narrative storytelling and dialogic interactions were compared between the wordless and book-with-text conditions. The results show that the wordless book engendered more interaction than the book-with-text, with a higher rate of parental prompts and responsive feedback, and significantly more child contributions, although lexical diversity and grammatical complexity of parental language were higher during narration using a book-with-text. The findings contribute to research on shared storybook reading suggesting that different book formats can promote qualitatively different language learning environments.

本研究检验了亲子谈话的内容和功能，同时参与了两本叙事书籍的共享故事书阅读：一本无字书与一本有文字的书。36 位父母录制了自己在家中与 3.5-5.5 岁的孩子一起阅读其中一本书的录音。比较了无字和有书本条件下父母和孩子在叙述故事和对话互动过程中谈话的语用和语言测量。结果表明，无字书比有文字的书产生了更多的互动，父母的提示和响应反馈率更高，孩子的贡献也明显更多，尽管在使用带文字的书。