STORYBOOK READING AT HOME

matrix of learning opportunities for children

Abstract

In the framework of early and family literacy research (MCLANE & MCNAMEE, 1990; HANNON & BIRD, 2004), the present study consists of a qualitative analysis (STRAUSS & CORBIN, 1991) of the interventions made by the adults and older children that interact with little children during storybook reading situations that took place in the homes of urban marginalized population of Buenos Aires and Córdoba (Argentina), as a result of the implementation of a family literacy program. The analysis was focused in the interactional situations as a matrix of learning opportunities of literacy skills. The results showed that during the storybook reading situations the interactions were focused in skills that promote the production and comprehension of narrative discourse (making inferences, different aspects of narrative structure -characters, events, causal relations, emotions- vocabulary, written language style), as well as in writing as a form of language.