Referencias

• Anderson-Yockel, J. & Haynes, W. (1994). Joint picture book reading strategies in working class African American and White mother-toddler dyads. Journal of speech, language and hearing research, 37, 583–593.
   Web of Science ®Google Scholar
• Borzone, A. M. (1997). El proceso de alfabetización en niños pequeños: diferencias socioculturales. Tesis doctoral no publicada, Universidad de Buenos Aires, Buenos Aires, Argentina.
   Google Scholar
• Borzone, A. M. & Rosemberg, C. R. (1994). El intercambio verbal en el aula: las intervenciones de los niños en relación con el estilo de interacción del maestro. Infancia y Aprendizaje, 67–68, 115–132.
   Google Scholar
• Bruner, J. (1986). El habla del niño. Barcelona: Paidós.
   Google Scholar
• Bus, A. G. (2003). Joint Caregiver-Child storybook reading: A route to literacy development. En S. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 179–191). Nueva York: The Guilford Press.
   Google Scholar
• Bus, A. G., Leseman, P. M. & Keultjes, P. (2000). Joint book reading across cultures: A comparison of Surinamese-Dutch and Dutch parent-child dyads. Journal of Literacy Research, 32, 53–76.
   Web of Science ®Google Scholar
• Bus, A. G. & Sulzby, E. (2000). Connections between characteristics of parent-child readings and characteristics of subsequent emergent readings. Leiden: Leiden University.
   Google Scholar
• Bus, A. G., Van Ijzendoorn, M. H. & Pellegrini, A. D. (1995). Joint book reading makes success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65, 1–21.
   Web of Science ®Google Scholar
• Caspe, M. & Melzi, G. (2008). Cultural variations in mother-child narratives. En A. Mc. Cabe, A. Bailey & G. Melzi (Eds.), Spanish—language narration and literacy. Culture, cognition and emotion (pp. 6–33). Cambridge: Cambridge University Press.
   Google Scholar
• Delgado-Gaitan, C. (2001). Consejos: The power of cultural narratives. Anthropology and Education, 25 (2), 105–122.
   Google Scholar
• Durkin, D. (1966). Children who read early. Nueva York: Teachers College Press.
   Google Scholar
• Geertz, C. (1973). La interpretación de las culturas. México: Gedisa.
   Google Scholar
• Goodwin, CH. (2007). Environmentally coupled gestures. En S. Duncan, J. Cassell & E. Levy (Eds.), Gesture and the dynamic dimensions of language (pp. 195–212). Amsterdam/Filadelfia: John Benjamins.
   Google Scholar
• Hammer, C. S. (2001). Come sit down and let mamma read: Book reading interactions between African American mothers and their mothers. En J. Harris, A. Kamhi & K. Pollock (Eds.), Literacy in African American communities (pp. 21–43). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Heath, S. B. (1983). Ways with words. Language, life and work in communities and classrooms. Cambridge: Cambridge University Press.
   Google Scholar
• Heath, S. B. & Thomas, C. (1984). The achievement of preschool literacy for mother and child. En H. Goelman, A. Obert & F. Smith (Eds.), Awakening to literacy (pp. 51–72). Exeter, NH: Heinnemann Educational Books.
   Google Scholar
• Jefferson, G. (2004). Glossary of transcript symbols with an Introduction. En G. H. Lerner (Ed.) Conversation Analysis: studies from the first generation (pp. 13–23). Filadelfia: John Benjamins.
   Google Scholar
• Jiménez, T. C. (2006). Shared reading within latino families. Bilingual researcher, 30 (2), 431–452.
   Google Scholar
• Lonigan, C. J. (2006). Conceptualizing phonological processing skills in pre-readers. En D. K. Dickinson & S. Neuman (Eds.), Handbook of early literacy research (Vol. 2, pp. 77–89). Nueva York: The Guilford Press.
   Google Scholar
• Mccabe, A., Bailey, A. & Melzi, G. (2008). Spanish—language narration and literacy. Culture, cognition and emotion. Cambridge: Cambridge University Press.
   Google Scholar
• Mcnaughton, S. (2006). Considering culture in research based interventions to support early literacy. En D. K. Dickinson & S. Neuman (Eds.), Handbook of early literacy research (Vol. 2, pp. 229–240). Nueva York: The Guilford Press.
   Google Scholar
• Melzi, G. & Caspe, M. (2005). Variations in maternal narrative styles during book reading interactions. Narrative inquiry, 15 (1), 101–125.
   Web of Science ®Google Scholar
• Melzi, G., Schick, A. R. & Kennedy, J. L. (2011). Narrative elaboration and participation: Two dimensions of maternal elicitation style. Child Development, 82 (4), 1282–1296.
   PubMed Web of Science ®Google Scholar
• Morrow, L. & Temlock-Fields, J. (2004). Use of literature in the home and at school. En B. H. Wasik (Ed.), Handbook of family literacy (pp. 83–100). New Jersey: Erlbaum.
   Google Scholar
• Naucler, K. & Boyd, S. (1992). Crosscultural perspectives on interaction with minority and majority children at home and in pre-school. Intercultural Communication, 2. Recuperado el 1 de noviembre de 2009 de: http://www.immi.se/intercultural
   Google Scholar
• Nelson, K. (2007). Young minds in social worlds. Experience, meaning and memory. Cambridge: Harvard University Press.
   Google Scholar
• Ninio, A. (1980). Picture-book reading in mother-infant days belonging to two subgroups in Israel. Child Development, 51, 587–590.
   Web of Science ®Google Scholar
• Ninio, A. & Bruner, J. (1978). The achievement and antecedents of labeling. Journal of Child Language, 5, 1–15.
   Web of Science ®Google Scholar
• Pellegrini, A. & Galda, L. (1998). The development of school based literacy: A social ecological perspective. Londres: Routledge.
   Google Scholar
• Pellegrini, A., Perlmutter, J., Galda, L. & Brody, G. (1990). Joint reading between Black Head Start children and their mothers. Child Development, 61, 443–453.
   PubMed Web of Science ®Google Scholar
• Peralta DE Mendoza, O. & Salsa, A. (2001). Interacción materno-infantil con libros con imágenes en dos niveles socioeconómicos. Infancia y Aprendizaje, 24 (4), 325–339.
   Google Scholar
• Purcell-Gates, V. (2004). Family literacy as the site for emerging knowledge of written language. En B. H. Wasik (Ed.), Handbook of family literacy (pp. 101–116). New Jersey: Erlbaum.
   Google Scholar
• Rogoff, B. (1993). Aprendices del pensamiento. Barcelona: Paidos.
   Google Scholar
• Rosemberg, C. R. (2000). El aprendizaje lingüístico y discursivo. La incidencia de la interacción social. Paideia, 4, 85–94.
   Google Scholar
• Rosemberg, C. R. & Borzone, A. M. (1998). Interacción verbal y cognición: el desarrollo de los niños collas en el entorno familiar y escolar. Lenguas Modernas, 25, 95–113.
   Google Scholar
• Rosemberg, C. R. & Silva, M. L. (2009). Teacher-children interaction and concept development in kindergarten. Discourse processes, 46 (6), 572–591.
   Web of Science ®Google Scholar
• Salsa, A. & Peralta DE Mendoza, O. (2009). La lectura de material ilustrado: resultados de una intervención con madres y niños pequeños de nivel socioeconómico bajo. Infancia y Aprendizaje, 32 (1), 3–16.
   Web of Science ®Google Scholar
• Schlemenson, S. (1999). Los chicos toman la palabra. Estrategias para el desarrollo de la capacidad narrativa en niñas y niños pequeños. Marid: Series Cuadernos del UNICEF
   Google Scholar
• Sénéchal, M., Lefevre, J., Hudson, E. & Lawson, E. (1996). Knowledge of storybooks as a predictor of young children's vocabulary. Journal of Educational Psychology, 88, 520–536.
   Web of Science ®Google Scholar
• Snow, C. E. (1983). Literacy and language: relationships during the preschool years. Harvard Educational Review, 53 (2), 165–189.
   Web of Science ®Google Scholar
• Snow, C. E. (2006). What counts as literacy in early childhood? En K. Mccartney & D. Phillips (Eds.), Handbook of early child development (pp. 274–294). Oxford: Blackwell.
   Google Scholar
• Snow, C. E. & Ninio, A. (1986). The contracts of literacy: What children learn from learning to read books. En W. H. Teale & E. Sulzby (Eds.), Emergent literacy: Writing and reading (pp. 116–138). Norwood, NJ: Ablex.
   Google Scholar
• Snow, C. E., Porhce, M. V., Tabors, P. O. & Harris, S. S. (2007). Is literacy enough? Pathways to academic success for adolescents. Illinois: Brookes.
   Google Scholar
• Soler, M. (2005). El barrio en la escuela a través de la lectura dialógica. Ponencia presentada en las Jornadas de Educación y Desarrollo Humano, Universidad de Alcalá de Henares, España.
   Google Scholar
• Strauss, A. & Corbin, J. (1991). Basics of qualitative research. Grounded theory. Procedures and techniques. Londres: Sage Publications.
   Google Scholar
• Sulzby, E. & Teale, W. H. (1987). Young children's storybook reading: longitudinal study of parent-child interaction and children's independent functioning (Report for Spencer Foundation). Ann Arbor: University of Michigan.
   Google Scholar
• Tabors, P. O., Roach, K. & Snow, C. (2001). Home language and literacy environment. En D. Dickinson & P. Tabors (Eds.), Beginning literacy with language: young children learning at home and at school (pp. 111–138). Baltimore: Brookes.
   Google Scholar
• Tomasello, M. (2003). Constructing a language: A usage-based theory of language acquisition. Massachusetts: Harvard University Press.
   Google Scholar
• Valls, R., Soler, M. & Flecha, R. (2008). Lectura dialógica: interacciones que mejoran y aceleran la lectura. Revista Iberoamericana de Educación, 46, 71–87.
   Google Scholar
• Van Kleeck, A., Gillam, R., Hamilton, L. & Mcgrath, C. (1997). The relationship between middle-class parents' book-sharing discussion and their preschoolers' abstract language development. Journal of Speech, Language and Hearing Research, 40, 1261–1271.
   PubMed Web of Science ®Google Scholar
• Vygotsky, L. (1964). Pensamiento y lenguaje. Buenos Aires: Lautaro.
   Google Scholar
• Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M. & Fischel, J. E. (1994). A Picture book reading intervention in day care and home for children from low income families. Developmental Psychology, 30 (5), 679–689.
   Web of Science ®Google Scholar
• Whitehurst, G. J. & Lonigan, C. (2003). Emergent literacy: Development from prereaders to readers. En S. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 11–29). Nueva York: The Guilford Press.
   Google Scholar