Reading in two languages: Parents’ strategy and language use across book formats during bilingual shared reading

This pre-print presents a study of 24 French-English bilingual parents reading books of different formats (single-language in the parent's dominant language, single-language in the parent's non-dominant language or bilingual) to their pre-school-aged children. We analyzed parents' reading interactions in terms of quantity (number of words) and quality (production of dialogic and bilingual reading strategies), considering both languages separately and together. We present the results of these analyses and discuss potential implications for bilingual families' efforts to support their children's language and literacy development in two languages.