This multilevel transcript of teacher-child interaction describes the possibilities of extending thinking and learning through the shared reading activity. The transcript shows that child has rich vocabulary however reading the words together aids with phonemic awareness, picture and text recognition and oral language development have occurred throughout this shared reading exercise. The transcript indicates some obvious turn-taking patterns - where the teacher and child exchange questions and answers that enhance the child's understanding of the pictures and the conventions of print and language (Cochran-Smith, 1986). For example at the beginning the teacher asks, "Look at that boy. What do you think he is doing?" and child replies at turn that "Snoring". However teacher inquires that "Snoring or yawning" and further he explains yawning situation by linking boy's open mouth pose. Throughout the exercise shows such explanations of pictures in questions and answers form which augments child's understanding of the picture book and conventions of print and language.
Using the model of Building Preschool Children's Language and Literacy One Storybook at a Time (Katherine et al, 2009) the transcript illustrates that conversation has fostered following aspect(s) of child's language and literacy learning.
The development of oral language
The interactive reading session provided a good opportunity for negotiation of meaning and understanding of literacy conventions which are equally important (Cochran-Smith, 1986) for fostering language and literacy development in children. For instance teacher asks child "what happens after a caterpillar comes out of a cocoon? What happens to him?" Child replies, "he turns into a butterfly" and teacher affirms him that butterfly, that's right. Throughout in the conversation teacher listens to child and also uses his conversation to keep him engage in the shared reading such as when child points, "it's a caterpillar". The teacher confirms his pointation and further connects it with the actual text of the picture. Teacher also praises and encourages when the child points to a picture and correctly mentions insect's name such as shell.
The transcription exemplifies that teacher remained successful in developing comprehension of the child during shared reading. When teacher questions about the Snow Carne sleeping position, " Do you think it would be hard to sleep standing on one leg?" This engages child in theory of mind (to investigate if a child knows about others' thoughts, feelings, and desires etc (Flavel, 2000)). Similarly teacher asks questions linked with other picture(s) and text such as teacher is pointing towards a cave that was already explained to child hence teacher inquires, "Can you see the bear there? I can see him too. What do you think this is?" This indicates the development of comprehension in child for language and literacy learning.
However comprehension can further be improved by putting prediction questions to the child like before start reading to ask what this book is all about and at the end to inquire from the child that what did he deduce from the book, can he briefly recall what did just we read?
Growth in vocabulary
A teacher's explanation of new word(s) encountered during shared reading can add to child's vocabulary (Coyne, 2004). We can find in this conversation that on one or two occasions the teacher explains to some extent a specific word such as when teacher inquires from child, "Do you get moths at your home at night time?" But when the child shows ignorance that what actually moths are? Then teacher explains the word by using technique of labeling and connecting moths with butterfly and this may result in some gains in vocabulary.
However improvement in vocabulary gain can be achieved through identification and introduction of specific words during reading and repeating those specific words after telling by the teacher. For example at the beginning when teacher explains a yawning boy's pose but he does not make distinction between snoring and yawning to the child. In the same after introducing yawning to child the teacher should guide him to say the word for establishing phonological representation (Beck, McKeown, & Kucan, 2002). This helps the child to root that word in his memory. Teacher can also provide his own examples from real life outside of the picture book to improve the child vocabulary.
Awareness about phonology
The transcription does not depict many instances relating to phonological awareness except one - where child connects word "cat" with "caterpillar" but there too the teacher only draws attention to the word and not sound. Perhaps the child has rich vocabulary therefore this part was not focused however this strength of child can accelerated his reading acquisition (Adams, 1990) and can make him a competent reader.
This part needs much improvement. Awareness about phonology can be improved through identification and counting rhyme words such as firefly and butterfly.
Awareness about book and print conventions
Teacher has pointed towards some basic information about book and print conventions such as telling names of the author and photographer but neither himself nor invites child to discuss about their roles in the book. Similarly teacher says about book's name but does not discuss about the title, front, and back of the book and function of picture /print which are the important elements of book constitution (Lonigan, Whitehurst, 1998) therefore all these components need improvement.
Thought for letters and words
The transcription is silent about this fact that whether teacher has instructed child to track what he reads or points during shared reading, therefore, this component needs to be improved. The teacher while reading and pointing to pictures should ask child to put finger under each of the word/picture he reads and then identify letters in each word. This will familiarize child with words and terms knowledge.
The transcript indicates that teacher provided enough scaffolding support to the child. For example when teacher asks about Moth and child is unable to recognize it without the support of teacher then teacher helps him in identification by explaining and resembling it with butterfly for his understanding. Likewise when child points towards cocoon but unable to identify it then teacher provides him scaffolding support in identification and explaining next phase of cocoon's life.
The transcript shows that teacher and child remained actively engage in shared reading that helped them to comprehend better and understand the conventions of book. Physical sharing and reading the book to child, mutual questioning and responding, giving praise and feedback, monitoring the child's understanding and adjustment in mutual dialogue to recognize this understating can enhance children's language and literacy skills development. However improvements are needed in the areas of vocabulary growth, phonological awareness, building thoughts for words and letters, and awareness for book and print conventions.