In my perception of myself as a reading MC parent I did not as much
stop-and-ask-questions as pick up what the children commented on and
respond/ /augment to it. I do not have a large set of data on this, but
have one reading session taped and transcribed. Not here, but I will check
my impression as to the proportion of initiatives over the weekend -- I may
be wrong.
In 1976 we did not have a taperecorder of our own: we wanted to send a
Christmas tape of the kids and ourselves to my parents-in-law in
California, so we borrowed one form our neighbours. And then made a few
more recordings, for the "multi-medial family album" so to speak. One of
them I transcribed in -88 or -89 when I had come into educational research
and had been bitten by the "transcription bug". Not long ago I re-found and
re-read the printout, when sorting old papers -- of course mostly as a
piece of family history. What I _do- notice, as a researcher is that I tend
to respond more to my
four-and-a-half-year-old than to my two-and-a-half-year-old. I hear HIS
contributions as more relevant than HERS...
But it might be interesting to look at who asks the questions.
Eva