This study was designed to examine the reading habits and patterns of White and Asian American adults. It presents an analysis of 115 adult responses to a questionnaire about their reading habits and patterns. Specifically, it was hypothesized that when grouped by demographic variables, participants' responses about their reading habits and patterns would not differ. The t test and chisquare analyses were used to test significance of differences between subjects. Differences were found between the groups for reading habits and for reading patterns. Pearson r values were calculated to determine relationships between participants' reading habits and patterns. Both positive and negative relationships were found. Additionally, through multiple regression analyses, it was determined that gender, race, and education were predictors for participants' reading habits; education and race were predictors for reading patterns.

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Three African American mothers and their daughters participated in three, 30-minute reading sessions. During each session, daughters read narrative text for 15 minutes and expository text for the other 15 minutes. Categories of interaction emerged from those reading sessions. Results revealed nine mother interaction reading categories and seven daughter interaction categories. Irrespective of the type of reading, the categories were linked to the transmission, maturational, and transactional points of view. Implications provide suggestions for helping parents develop reading experiences that foster positive reading behaviors for their children.

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