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mothers and children produced during book reading were analyzed and the book reading
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text from the books, responded to their children and asked questions most
frequently. The children responded to their mothers’ utterances, produced
labels/comments, and asked questions most frequently. Puerto Rican mothers produced
significantly more labels/comments than did African American mothers. Puerto Rican
children had higher assertiveness ratios than their African American counterparts.
Four book reading styles were identified in the two groups. Implications for
developing interventions that incorporate families’ literacy practices are discussed.
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