| Based on Vygotsky's theory, this study examined dynamic processes by which Korean mothers manage complexity during joint reading and the relations of those processes to children's reading development. Mothers' management of complexity during joint reading, construed to be an important feature of Vygotsky's zone of proximal development, was examined in terms of mothers' level of cognitive demand, mothers' calibration, and mothers' stretching. Eighty-one pairs of Korean mothers and their children were observed at the participants' homes. Pearson correlation, Student's t-test, Chi-square, bivariate regression, and multiple regression were used for statistical analysis. Figures supplement most statistical analyses. Five major findings of this study are listed below. First, on average, mothers do calibrate and stretch the complexity of their demands relative to their children's recently exhibited competence level during joint reading. Second, mothers' average level of cognitive demand and mothers' stretching are positively associated with children's reading development. Mothers' low-complexity demands are negatively associated with children's reading abilities. There is an interaction between mothers' stretching and mothers' calibration. Third, mothers' management of complexity is associated with trans-situational characteristics of children such as age and IQ. Mothers' average level of cognitive demand, use of high-complexity demands, and stretching are positively correlated with children's age and IQ. Mothers' use of low-complexity demands and calibration are negatively correlated with children's age and IQ. Fourth, mothers' years of education are positively correlated with their use of cognitive demand level. However, mothers' education is uncorrelated with their use of calibration and stretching. Fifth, mothers with an authoritative parenting style often stretch children's competence and use fewer low-complexity demands. Mothers with an authoritarian parenting style use more low-complexity demands and fewer high-complexity demands. The results are discussed in relation to the implications for educational practice at home and at school. Limitations of this study and directions for future research are also discussed. |