Essay about Expository Text Vs. Storybooks
Expository Text vs. Storybooks
Shared storybook reading is a common practice among parents and their preschool children which has been shown to scaffold comprehension and facilitate language and literacy (Price, van Kleeck, & Huberty, 2009). Researchers analyze the extratextual talk, the talk that goes beyond the printed text, based on the “amount of talk, the syntactic complexity and vocabulary diversity of the talk, and the content of the talk” (Price et al., p. 172). It has been shown that the greater the amount of interaction between parents and children during reading gives the child a long-lasting language advantage (Hart & Risley, 1995, 1999).
Past studies have focused on the interaction between the parent and child during shared story book reading activities rather than the genre of the book such as storybook or expository. Storybooks are usually defined “as books for young children that contain a fictional narrative with a common structure: a problem, attempts to solve the problem, and a resolution of the problem” (Price et al., p. 172). Expository texts, however, are informational or nonfiction books. Price et al. (2009) conducted a study comparing the quantity and quality of extratextual utterances shared between a parent and child dyad during a shared storybook and shared expository text reading. Storybooks and expository books differ in a variety of aspects. For example, storybooks use specific pronouns and nouns (e.g., “she” and…