ABSTRACT
Historically, storybook reading as an aspect of young children' s literacy experience has received more research attention than any other. Correlational studies of storybook reading were predominant from the 1950s through the 1970s. They utilized retrospective interview data and showed significant, positive relations between early childhood experience in being read to at horne and such factors as vocabulary development (Burroughs, 1972; Fodor, 1966; Templin, 1957), level of language development in children viewed as prereaders (Burroughs, 1972; Chomsky, 1972; Foder, 1966; Irwin, 1960; MacKinnon, 1959), children' s eagerness to read (Mason & Blanton, 1971), becoming literate before formal schooling (Clark, 1976), and success in beginning reading in school (Durkin, 1974-1975).
