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The goal of this study is to describe the diversity of parental reading styles with their four/ five-year-old children. Forty dyads were observed reading an unfamiliar children’s book at home. A specially designed taxonomy allowed for coding of all verbal and non-verbal communicative acts exchanged between the parent and the child during the reading session. Analyses using frequency measures of communicative acts identified four reading styles : "passive", "reading centered", "interaction centered" and "didactic". The systematic description of diverse parental scaffolding strategies provides us with new information concerning informal practices that are offered to children during the preschool years.

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