The researcher focuses her study not only on how students emotionally react to their placement in a group but also the instructional practices and interactions during the grouped activity Poole investigated fifth grade mixed-ability groups Each group consisted of five students Poole’s study was conducted in a Southern California school where about 87% of the students are Latino or Hispanic and 80% of the students qualify for free or reduced lunch Poole found that students who participated in a low-ability group for a long period of time developed a “pervasive international differentiation” which stigmatized the students Poole examined the total words read, the number of turns while reading, words read per turn, speaking turns, correction by peers or teachers, unacknowledged miscues, and words read per minute In the heterogeneous groupings, other students often interrupted the low-ability students A focus on comprehension also allowed for the students reading at grade level to use the experience as additional reading practice However, little attention was given to decoding, which the low-ability students needed Poole suggests that both types of groupings could produce stigmatizing effects for the students reading below grade level For teachers, Poole’s study demonstrates how difficult it is to effectively use small-group reading to improve struggling student reading levels For researchers, Poole’s close examination of struggling readers’ moment-to-moment interactions opens new points of exploration of how best to support them in classrooms ASHLEY SILVERS New York University New York, New York, United States Mother–Child Shared Reading With Print and Digital Text Journal of Early Childhood Literacy, 8, 213–245 Ji Eun Kim and Jim Anderson, 2008 Do mother–child interactions vary in different reading contexts? The researchers compare mother–child interactions in three contexts: traditional print books, and electronic books in CD-ROM and video clip format The interactions of a Korean family—a 3-year-old, a 7-year-old and their mother—were explored Because Korean was the language of the home, all of the electronic and traditional literacy resources were in Korean A traditional print book was read six times per week with the 3-year-old and once per week with the 7-year-old In addition, the 7-yearold read traditional books independently The print book and the CD-ROM and video electronic books were the same difficulty level and were selected based on the familiarity with the genre and unfamiliarity with the specific books Kim and Anderson observed and videotaped the RESEARCH DIGEST 151 interactions once a week for weeks They found that more mother– child interactions occurred during the shared book activity than with the electronic texts There were more interactions between the mother and the 3-year old child than between the mother and the 7-year old child The study has limitations because only one family, language, and culture were examined; as a result, the findings cannot be generalized However, the study did show that there were differences in both the interactions and frequency among the different types of text As English language teachers introduce more digital texts into their classrooms and lives, Kim and Anderson begin to uncover how different texts lend themselves to different types of interactions Kim and Anderson introduce a topic that must be more fully examined in both ESL literacy research and classroom practice ELYSE HALPRIN New York University New York, New York, United States 152 TESOL QUARTERLY