Miscues and feedback during shared alphabet book reading: relations with child literacy skills and book features



Davis, Bronwen Jane

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University of Guelph


Storybook reading research has demonstrated that parents employ particular styles in responding to their child's reading errors, and that these styles relate to literacy outcomes. Absent is a consideration of alphabet books. This study explored parent-child dyads reading an alphabet book to examine the errors children make, the nature of parental feedback, and whether miscues and feedback relate to literacy skills and to book features. Preliteracy skills were assessed in 52 non-literate senior kindergarten children. Parent-child dyads were audiotaped reading an alphabet book. Findings suggest that children use their literacy skill-base to guide them through an alphabet book. Parents appear to use alphabet books as a way of fostering their child's literacy. Type of miscue influenced parental feedback. Book features predicted miscue type. Findings highlight the need to consider the child's current skill-base, parent-child interactions, and book features to understand the role of alphabet books in early literacy development.



storybook, reading, parents, style, child, reading errors, literacy outcomes, parent-child dyads, parental feedback, miscues, feedback, literacy skills, book features, parent-child interactions