ContentsMan Overboard3Vasantha MurthiWhen Papa Scolded Me12Ira SaxenaTo The Memory Of A LionThe Triumphant Smile18Tara Tiwari27K

The next two papers present cross-cultural comparisons of the messages conveyed by storyłamka (Supraswati et al., 2011 Vander Wege et al., 2014), Supraswati et al. (2014) compared the nature of the challenges faced by protagonists in story booka published in Indonesia, Japan and the United States, along with hose these challenges were resolved, Japanese siiries containerl the largest number of challenges, and a greater proportion of challenges that were resolved by the protagonist alone compared to American series in a similar vein, Vander Wege si al (2014) coded the lustrations of books published in Romania, Turkey and the United States for the depiction of emotional expressions. As predicted by cultural norms, American books showed more intense emotional reactions especially negative expressions. These stadies reveal that story books reflect and may also teach childem about the values of one's cultaral group. The final two papers in this sestien consider the methods used by researchers to establish which festures of story books best support leurning Wagner (2013) provides an opinion piece arguing for the need of a quantitative database of the content of children's books. She explains how nach a database could be used to support theoretical claims about the content of picture books and to identify testable hypotheses about the features that help children learni to retell stories. A sorond methodological paper by Ruri and Brosa (2014), revieves the external valiality narrative comprehension asewments, drawing particular attention in research with children from low SEN and minority populations. They argue that researchers should tost comprehension using real-time, on-line assessments during the story reading (eg. think-aloud protocols, prabe questions), as well as off-line assessments of children's comprehension (eg, free recall, cond recall and story retelling). LEARNING FROM PICTURE AND STORY BOOKS The nest section in the series focuses on witat children learn from sinrybooks. Three papers focus specifically an word learning (Houston-Price et al. 2014, Khu et al., 2014. Willians and Hent 2014) and a further six focus on huve shared book reading supports developments in children's understanding of people (Ahad and Petalon, 2013, Geoles and Moses, 2013), enimals (Gones et al, 2014: Waxman et al., 2014), food (Heath std 2014), and even geometry concepts (levates and Sch, 2014), Khua (2014) demonstrate that teaching 21 month old toddlers the name of a novel object through a picture book facilitates their ability in learn objecta non obvious properties teg, lighting up with applied pressure, introduced through a second picture book), Houston-Price et al (2014) found that both 1- and e-year-olds were able to provide accurate definitions of new words introduced in stories, but that only the older group formed lexical representations that enabled them to make correst grammaticality judgments about these words. By reading stories immediately hefore nap time, Willams and Test (2014) мет able to explore the added benefit of sleep on word learning from story books in a preschunil sample. Together, these papers add to the literature demonstrating that children acquire new vocabulary knowledge through picture and storybooks (ser abo knowledge gaines Read, 2014) and further clucidate the extent and depth of the The next two papers present opinions on how story book characters can help chaage children's stereotypes. First, Abad and Priaden (2011) synthesize what we knew chmal the influence of atnry books whose characters engage in atypical gender behavior on children's subsequent play. The authors argue that story books provide a practical (and inespermive) method for iniluensing gender stereotypes in a positive way. Golos and Moses (2013) take a similar approach to examining children's perceptions of deaf characters. In addition la reviewing how story book can help present the Deaf community positively, Galos and Moses make recommendations about the quality of the story line required if story books are to captivate and engage children. The next pair of papers examines the effects of sathropomorphism in story books (Canes et al. 2014. Wazmen et al., 2001). In Cisnes et al. (2010) 3-5-year-old were read books with either anthropomorphic or realistic illustrattons sad cither enthropomorphized or factual language. Both anthropomorphic illustrations and language lead to lower levels of learning, especially for the youngest children. In Wasman etal (2014), 5-year-old childern listened to a book about bears before completing a ressoning task. Children who read a book depicting bears scientifically (ng. Animal Encyclopedia) generalized properises fronts one animal to another in the reasoning task (a biological perspective), while those who read a book depicting bears anthropterworphically (eg, The Berenstain Bean) dil not. Note, the stories used by Nyhout and O'Neill (2014) and Grecaboot et al. (2014) also included animals The fioral pair of papers in this section bhranch out to explore how story books can be used to change children's perceptions of food and mathematics (Heath et al., 2014). Heath at al (2014) report that looking at picture books about an unfamiliar vegetable with toddlers encourages them to eat the vegetable when it is later offered at a mealtime. The offect was largest for foods that were unfamiliar to chiaren before they saw the husoks. Heath et al suggest thai picture books might help moer breedly to familiarize children with situtions that they might otherwise repest. Flevates and Schiff (2014) undertake a chronological review of the evolution of different perspectives on the role of books in supporting school-aged children's learning of mathematical concepts, such as plane geometry. They explore the henelits of using picture haved hierature list children's learning al and motivation to engage with mathematics concepts, and for the training of teachers in the delivery of these concepts INTERACTIONS BETWEEN READERS AND READING MATERIAL The third section in the series focuses on how children and parents interact with the story and each other during, shared reading situations. Two papers in this section focus on the reading behaviors of middie-class African American (Harrie and Mulilein, 2011) and Japanese (Muruse, 2011) mulhers. Harris and Rushleis (2014) found large individual differences in mothers' roading styles. However, the most common narrative oliciting strategies included questions aborat the characters and refocasing stalements (eg. directing the child to look back at the illustration). Murases (2014) 7-month longitudinal study of maternal reading behavior found that mothers initially focus on providing inisemation to childrım and that they display more requests for information over time. The number of lofirmation secking requests by mothers was positively correlated with children's productive vocalrufaries. In the rest paper, Kucirkanma 1201 10 reviews bow children interact with iPad books, which she suggests offer a useful tool for examining how children engage with stories. Kucirkona ulur highlights the need fir nevcarshers to acknowledge the learning opportunities provided by children's increasing experiences with digital media INTERVENTIONS USING STORY BOOKS The final section of the series takes a more applied angle. Two papers (Adiof et al. 2014: Trancem et al. 201-4) present preliminary data froen interventions using story books that show promise in helping children improve hey skills. Adil at al (2014) confirmed the feasibility of a new intervention for love SES children: sirautunesl narrative resell instruction (SNR) In a group intervention, clinicians asked children questions about oach component of the narrative jeg, the characters) after vach reading Children who completed the intervention showed improvements in narrative macrostructure (including the total number and diversity of the words they used and their mes length of utterance) and overall vocabulary wores. Trunumi et al. (2014) Intervention aimed in help school aged children REFERENCES Adland, A. ad Lefhet 2014 sekund mantration for yesog hidem tami Danda, DD (2311. When children compochwad tang the enterad vility of natri contarhanuns development ru Fes, I. Man), ng review collak gadhanageйна рибних SansAsmens, ko and hou, 200 the elf of panc d03131000 2014 Gelex. 3. D. sad Meses A. M. (2013) Rethinking the prorirayal inchidea picare bedaron 103302030 Greatest AF Boya, A. M, ad Cars, G4, More a pretty pictwist how thatation that party maing a nd chilens Haris. Y më 200 Ephring de boda maλος και alticam menom moches sa ther presched children paler insecten el 3 det with auriam improve their social perspective-taking skills. Parents read narrative books to their children for almost a week and asked questines absnad the mental states of the characters after each reading. Children in the intervention group improved in their ability to take second and third-person perspectives in a social perspective taking task. Together, this pair of feasibility studies suggests that narrative storybooks provide a suitable medium for a range of interventions to support childrea's development CONCLUSIONS The goal of this Research Topk was to finter an interdisciplinary excharge of the methods that have been used to uncover hare and what young children learn from hooks and the knowledge that this work has revvaled. The final collection of articles has exceeded our expectation in regard to its Irreadth of offering, including work by researchers from fields comprising communication science, education, linguistics, psychology and speech and language doorders. The volume provides an eclectic but cremplementary overview of the current stale of research on the status of picture and story books in young children's development. Our reading of this literature is that books are a powerful and somewhat unharnessed resource that could be employed to a much grewer extent to help children to engage with and make sense of the world around them AUTHOR CONTRIBUTION Both JH and CH wrote the slitorial and determined the groups of articles into the four categories presented in the editorial Hesch Hund Kene B lokalizace shok sad Houtto Price, C, Howe, and L4 рив Xâu . Griham. S. A and Lones FA QUL) bom of among ammatos. Front ang from pers chalad Marne, To metberi stumteve shout agesh and schooring jetni pictare konis reading, treat 2014 Леле (2014). Clues car the unooze thyme paming and producten help Wildes lewe new words asks indic Inasemi K, Tamила, А. Фурата, В., ona, T. the, H., lóa, Net (2014 matrimary books as a prakty fu fronstars in PSYCHOLOGY ORIGINAL RESEARCH ARTICLE 22 2014 1022014003 More than pretty pictures? How illustrations affect parent-child story reading and children's story recall Andrea Follmer Greenhoot", Alisa M. Beyer and Jennifer Curtis' Department of Psychology Nommon Aroosa Lynn ALDA Eled by Carmel wwwth Revieared by USA Sale Univerne i USA *Correspondence Previous research showed that story lustrations fall to enhance young preschoolers mormones when they accompany pro-recorded story leg, Greenhoot and Semb, 2008). In this study we lostud whother young children might bonefit from illustratione in a more interactive story reading content. For instance, Austrations might influence parent-child reading interactions, and thus children's story comprehension and recall Twenty six 3.5 to 4.5 year olds and their primary caregivers were randomly assigned to an lustrated or Non-Illustrated story reading condition, and parents were instructed to "read or tall the story as they normally would read with their child Chiicren recalled the story stuer a distracter and again after 1 week. Analyses of the story-reading interactions showed that the ilustrabone prompted more inavective story roading and more parent and child behaviors known to prodict improved literacy outcomes. Furthermore, in the first memory interview, children in the Illustrated concrtion recalled more story events than those in the Non-ilustrated condition. Story reading measures predicted recall, nut did not completely account for picture effects. These results suggest that Bustrations anhance young preschoolers' story recall in an interactive story reading contest, perhaps because the joint attention established in this context supports anildrens processing of the lustrations. emat agreenhow.co Keywords: children's memory, parent-child story macding, illasirations, presedoolers, stary recull INTRODUCTION A glance at the early childhood sections of any library or book store reveals that pictures hooks, ur books in which pictures complement or dominate the text (Jalonga, 2004), are quite cimmen in young children's literature. Why are illustration au ubiquitous in story books for young children? It is widely believed that story illustrations help capture children's attention to sto vies and facilitate their understanding and ictention of what is heing read them. This conclusion is holstered by studies of preschool children's visual attention during storybook reading, which shows that they are overwhelmingly focused on the illus trations rather than the print (egtas and Saint Aubin, 2008, Justice et al. 2008. Although pictures may caprure children's attention, research from our laboratory and others suggests that they may not actually enhance very young children's comprehen It is well-established that, among school-aged children and ailulla, mammary Cur peuse that is presented in written in au ory farm is enhanced by illustratioma (evin artd lesgrill, 1978; Brookalize et al. 2000 Carney and Levin, 2003. There are a number of cxplanations for this picture-enhancement effect. Expanire to information both verbally and pictorially may result in the construction of memory representations in both modal- itics that thien provide rodundant retrieval routes (Paivio, 1956, 1970). Pistures may also enhance attention and comprehension or organization of material, or provide cues about important information in the text to krep activated, all which may promote the formatiam af anget, more elaborated and more organizal memory traces (Gernsbacher, 1990; Levin and Mayer, 1993) Although picture-facilitation effects are well-established in the literature on school-aged children and adults, the developmen sion and recall of the stories they accompany, at least in controlled tal literature suggests that story illustrations might not yield the story presentation contetts (eg, Greenilhoot and Sci, 2008), same benefits for very young children as have been observed It remains to be seen, hunwever, whether illustratiors have dif for older children (eg, Gattman et al, 1977) Furnham at al ferent effects on children's processing of stories when they are 2002: Pike et al., 2010), A few studies have documented picture read in a more naturalistic and interactive story-rcading context enhancement effects in preschoolers bat only for very specific Therefore, we designal this experiment is exartine the effecta of auditory infueration (vy, the object of a semenus) that is als story illustrations on parent-child soory trading and preschool explicitly depicted in the pictures (Presley et al., 1982; Dgdon children's story recall. Because our work is grounded in the list al 1993). This line of veork has also shown that younger children require greater redundancy between the pictures and arature on marmory and narrative development, we focuned un children's abilities tor recall the major events that took place in the story, rather than other dimensions such as vocabulary of a moral. www.frontierss.org auditory information to show mnemonic henefits than do older children (Guttaen et al, 1977; Eunham et al, 2002) participants chose to meet in their homes (for both sessions) instead of the laboratory spauc, and this variable was relatively evenly distributed actress story reading conditions (39% in the Illustrated condition and 54% in the Non Illustrated condition, X-0.62,043). Dyads were tandomly assigned to the Illustrated (1) or Nam Illustrated (NI) Mory reading condition, The stories and the illustrations were the same as those used in two conditions of our previous study, and were experimentor designed rather than coremercially available books (Gremboot and Semb, 2008). The Ilhistrated and Non-Illustrated book ver sions described the same 18 events involving a fictional animal character; in the Illustrated books, the gist of each event was depicted in two colorful illustrations. The main events of the story described actions of the fictional animal, as described below. Parents were encouraged to "reed or tell the story in the same manner in which they normally read stories in their child After the parent finished reading the story to his or her child, he or she completed a demographic questionmaire while the child completed a puzzle as a distracter task (approximately 5 min). This activity was followed by a Memory Interview in which the experimenter asked the child to recall the story. Approximately week laner (M7 days, range-5-9 days) the same experimenter again met with the dyad and administered a second Memory Interview to elicit the children's delayed recall of the story. We videotaped the story-reading interactions and the memory inter views for later analysis. All procedures in this study veere approved by the university Human Subjects Communities, MATERIALS Stories As in the previous study, we used two different stories within each story presentation group to ensure that any effect метели specific to a particular set of stimuli. Within each story presen tation group participants were randomly assigned in either the "Rave the Bohhin" story or the "Willur the Wonole" athary, each of which were constructed for use in this (and other) research in nur laboratory. Each story began with a frief description of the characteristics of a fictional type of animal teg, woordes have mooth skin, long snouts, fat bellies that they slide around on. and live in hollow logst and then described a series of 18 events involving a specifie animal character. An event was defined as a self-contrined set of ections or occurrences that revolve around central character, time, or place that have independent coherence (on, 1980); for these sustin, math event was broadly defined by a place or time period in the story. Each event first described the setting for the event and initiating actions (eg, Wilbur the Wooole sees a freautiful, shiny rock in a hole, but cannot get it out with his paw), and then described response actions and resolution of the event leg., Wilbur uses his long saout to push the rock out of the hole). The event narratives in the Bolbbin story average 6.7 sentences, and 64.7 words, sach, whereas those for the Woarle story averaged 6.6 sentences and 619 words. In the Ilhastraind condition, there were two pictures per event, illustrating the gist of each event component (in, the an ting/initiating actions and the resolution). For example, for the shiny rock event in the Wouzle story, the first illustration depicted Wilbur looking at a shiny rock in hole. The second lustration showed Wilbur with his snout extended to the hole to push it out. Meerary Interview The Memory Intervies uumisted of a wries is open-ended quer tions about the story at two levels of specificity. The interview began with a very general question lep, "What happened in that story abonat Wäbar the Woonles search for a new home!") to which children were encouraged to provide as much informa tion as possibic. This general probe was followed by more focused open-ended questions alsonat each story event not already recallieلص by the child (eg. "What happened when Willtur saw the shiny rock"). Children were prompted to elaborate on each event with, "Can you tell me more about that?" un "How did that happen!" All children were interviewed by the same experimenter for both sessions. CODING Stary-reading interactions Drawing on previous ecscarch on purent-child story reading, w auled the videntapel story reading interactions for a namise of qualities, which are summarized in Table 1. First, we coded the frequency of several types of parent and child extra-textual com manis anal rmon-verbal behaviors during reading. All vormments were divided ito propositions (subject-verb constructions), with sach unique or non-redundant proposition scored as a comment, We categoriond these comments and behaviors according to their relation to the book content, including direct references to the book and/or the pictures or text in the book, references to the vvents described or depicted in the bus, and elaboracas on story content. We alse coded for child inattentiveness by identi fying the number of story events during which the child was inat- sentive to the dory, and counteal the number of parent allermpts 10 redirect children's attention to the story reading task. We also scored the interactions on several global qualities. First, naters made a youno judgment about whether the story reading activ ity was highly "interactive," defined as involving sushstantial verbal and/or non-verbal exchange between pareat and child. They also made yer-no judgments about whether the parent was engaged in the story reading task, and yes no judgments ahont whether the child was largely distracted throughout the story-reading session. Finally, they rated parent emotional expresiveness on a 0-2 scale, with a Dlwing no errariion es presend, a 1 being occasional or inter mittent displays of emotion, and a 2 being consistent expression of cmotion. All coding was completed by two raters, Interrator reliability, calculated on approximately 20% of the videotaped veractions, was high, with the raters agreeing on 93% of the scores they assigned. In addition to the interaction coding, the raters measured the length of time parents and children look i read each book. Story recall coding Children's recall performance was evaluated for accmacy and completeness by comparing their repuria in the mernory inter vizes to the actual test of the stories. Fach story event that the child reported was assigned one of four codes Accurate Complete, Elaboration, Partial Recall, or Distortion. If the child Gratifootout Table 1 Storymading Interaction codes. Type of code Stevaccammers and behaviors Coding category behaviors Parent of child w Description Pointing to bone contar dest or pretures aneing seobing or otherwise loinngan un words presented in the book "Whee Соттенка от коиestions directy relate to the story over, such acids about saudity Ing. "He must паwe bean hangry or prenictions асисати пеpoeng. Now the's going to COTYws or sens that ved santing the story to resting isowtertze le "What ottar animals eat buges. ranwarks in g "Faes are pucky Scoring Hepancy Perenc commented red the chil sttons on to the story Подлесу Gotel mallbes текастле могуreading Subsliente verzelandlor non-versal exchange between perer 0-0 Chid hunte dsergipec го взето пекат 0-10 Рынска опредеdiatury reading Laut, consisten anempis ge beyard irrading and respend in thi 0-0 1-yus Pont msprossversa Empren of parent emotiona mpreвиепеняя впр biory reading recalled the gist of what was stated in the text about as event, the resptoow was conded as Accurate Recall frg., "Willtur got the rock out of the hole with his spout."). Accurate Recall also included embellishments on the test that were generally consistent with the text (eg. "Willhur dug and dog with his sont until he finally knocked the rock out of the hole". If a child only recalled part of an event (he.. if the child did not report the event resolution hut was otherwise accurate, the event was amigenul a Partial iltmal! code te.g., "Wilbur could not get the rock out with his foot"). A Total Recall score was calculated as the sum of Accurate Recall and Partial Recall. A Distortion was coded when a child distorted a story event in recall teg. "Wilhor ate the rock"), whereas an Iatrusion was coded when a child reported an event that was not described in the test at all feg. "Wilbur rods a bicycle". Two research assistants each scored the interview transcripis, overlap ping on approximately 20% of the sample for reliability purposes Interrates reliability for the memory codes was quite good, as indicated by percers: agreement of 94% For each child at each interview, we calculated a Total Recall score as the proportion of atory events receiving an Accurate Frontiers in Psychology pents Pology Complete. Elaboration, or Partial Recall code. We also calculated a more conservative recall some of Asscurate Complete Recall, consisting of the proportion Accurate Complete and Elaboration codes. Finally, we calculated Recall Error scores as the proportion of atory events for which children received Distortion an Intrusion sonres RESULTS We designed the analyses to address sach of the three major aims of the study. First, we examined group differences in parent and child story-reeding codes, to determine whether the illustrations affected the quality of parent-child storybook reading. Next, w tested the effects of the illustrations on children's story recall, Third, we explored how individual differences in parent-child story reading interactions related to children's story recall in the s presentation asnditions, PARENT-CHILD STORY-READING BEHAVIOR Preliminary analyses indicated that parent comments, summed across the individual story reading condes, were quite frequent and arendary eding (M-22.5) and more than twice as common as comments from the child (af 10.8). Individual parent story-reading codes were interrelated: parent book related comments were positively anociated with parent event related comments and parent redi rections (rs 0.48, psge0.01rangle_{i} and parent claborations were correlated with parent event related comments and parent ermo tion expressiveness !nge005, r^{4}le0,0003) Child story reading codes were also interrelated, with child event-related comaments positively associated with bouk-related comments and elabora tions (r_{0}ge0,6)_{x} p00009). Finally, parent and child measures abo correlated with each other, with particularly strong s ciations between parent and shild codes for the same types of commenis (es 0.57. 0.0011 There were several indications that the ilustrations affected parent-child story-reading interactions. As shown in Table 2. both parents and children made mare direct references in the book and more conuments about the text in the Illustrated than Nom-illustrated condition. In contrast, iliustrations did not pri dace significant differences in the frequency with which parenta or children made comments about the story events or elaborated on story content. Furthermore, although parents ended to do more redirecting and children were inattentive move frequently in the Non-lhestrated condition, these differences did not prach significance. Interestingly, parent emotion expressiveness scores were higher in the Non illustrated andition than the illustrated condition. Figure i summarizes the global story reading interaction scores for the too conditions. Almunt two-thirds of reading sessings in the Illustrated condition were coded as Interaction story-reading, compared to 31% in the Non-Illustrated condi tion, although the difference did not reach significance, X_{ij}^{2}= 0.12. Although parent engagement was unaffected by lllustration condition, children in the Noo-Illustrated condition were significantly more likely to be distracted from story reading Table 2 Mean scores (and standard deviations) of parent and child story-reading codes, by condition. Blustrated condition Non-Illustrated condition PARENT BEHAVIORS 213 0344 400.00 17 -16 0.26 -120 0000 12402 Parent: ertional spressiveness CHILD BEHAVIORS 53******************************************** 0033 0.50 0-37 www.frontierss.org than those in the Illustrated condition. mathbb{X}_{(.)}^{?}=pm.09_{i} rho=0.027. Inulend, to the 7 children rateal as highly distractel, 6 wars in the Non-Illustrated condition. Further, & of these children (all Non- Illustrated) bad percuts who made many attempta at redirection or engagement fie between 18 and 60 parent comments aral gestures across the story reading session) There was no significant difference between conditions in the length of the reading sessions, U_{(24)}=0.5E,p=0.57... Book read ing took an average of 9 min 18 s in the Illustrated condition, and 9 min 48 s in the Non-Illustrated condition. ILLUSTRATIONS AND CHILDREN'S STORY RECALL Figure 2 shows the Total Recall. Accurate Complete, and Recall Error sares for the inomlisie irarview, an a function of story presentation condition. Figures shows a parallel set of scores for the 1-weck interview. Even according to the more liberal anting scheme used for calculating Total Recall, the crildren remembered less than half of the events depicted in the story at both intervices. Furthermore, a little over une fourth of the story events were recalled incorrectly at both interviews. Thus, this recall tad: seemed to be a challenging one for the participants. Importaraly, however, children's story recall was estably lectur in the Illustrated condition than the Non Ilhastrated condition. Specifically, children in the Illustrated condition had higher Total Recall scores than those in the Non-fillustrated condition a the immediate interview, v_{|p_{i}}=2.14_{e}) P=0.043. Although Accurate Complete Recall was also higher in the Illustrated condition at the Erit interview (38% vs. 20/%), this difference did not reach signif icance t_{(28)}...1.5 . p=0.1 . The advantage in Total Recall for the Illustrated condition over the Non-Illustrated condition was somewhat maintained at Time 2 (44% vs. 4176), but the difference was no longer statistically significant, Recall Error scores did not differ between story presentation groups at either interview. Thus, in contrast to our previous findings with prerecorded stories in the same age group, illwaralikos in parent-preumteal stories lustrated Conditions Illustrated Condition 1.00 090 090 0.70 0.50 0.50 0.30 0.20 010 6:00 Proportion of Parent-Child Dyads Interactive Story Reading *05 Parent Engaged Child Distracted FIGURE 1 | Proportion of parent child story-mading sessione stud Interactive, Parent Engaged, and Child Distracted, by condition Proportion of Story Events 0.50 0.45 0.35 0.30 0.25 0.20 015 0.10 0.05 Condition Nonstrated amtition Total Recall Accurate Complete Racall Recall Eriors p. 05 FIGURE 2 Retall performance at the immediate interview, by story-ring condition. Proportion of Story Events ustrated Condition Non-illustrated Condition 0.50 045 040 0.35 0.30 0.25 0.20 0.15 0.12 0.05 0.00 Total Recall Complete Racall Recall Errors FIGURE al performance at the wintarvin, by story-reading condition. increased children's abilities to remember the story narrative, perticularly in the short term. INDIVIDUAL DIFFERENCES IN PARENT-CHILD STORY READING AND CHILDREN'S STORY RECALL The goal of these anlayses was to examine how the qualities of parent-child story reading predicted children's abilities to retell the story later. We were also interested in whether the qualities of parent-child story reading could explain the modest improve- ments in recall performance produced by the story illustrations. Identifying covariates thrir experimental sessions. Specifically, oider children had higher Accurate Citemplete iRecall and Total Recall scores at both inter views (72 0.47, ps ≤ 0.001), and lower Recall firror scores at both interviews (0.38, 0.06), although the associa tion with 1-weck Recall Errors was only marginally significant. Children who participated in a lah sesting had superior story recall to those who participated in their homes, 1.79, ps 0.01. For instance, Total Recall scores at the immediate interview averaged 0:52 in the lab condicium and 0.30 in the brene con dition. Story recall was unrelated to child gender, material set, er mothers aducation. Therefore, we controlled for both session location (lab1; home (0) and child age (in munths) in these analyses. Prodictive mudete We tested the relations between sinry reading qualities and story recall in a series of general linear misdels (Git.Ms) predicting each of the rocall measures Total Recall, Accurate Complete Recall, ared Recall Errors at the immediate and 1-sexck interview. This approach enabled us to control for age and location and to test each parent story reading code along with the corresponding child code's), We ran the Glkts separately for memory measures at the wo different time points hecause a traditional repeated measures approach would have resulted in casewise deletion of data from the child who did not participate in the second memory interview,