부산대학교 도서관

The article examines the emotional world described in the stories contained in children's early reading books. It examines how the texts in children's books are written by adults and how the concepts of literateness and school childhood can be followed in the books. It cites that the school books for young children are guided by certain aspects of the structure of story lines, related controls on vocabulary and syntax, and conceptions of reading level. It mentions that the representation of the primary social relationships of children as indexed through the frequency of conversational interaction looks to endorse a continuous engagement with adult characters in the books. A graph depicting the summary of uses of the verb in the infant's reading book is presented.