To determine how bilingual children display a sense of story in an oral reading activity at home, researchers video- and audio-taped samples of four bilingual Chicano second grade chidren engaged in matched narrative tasks. While the two male and two female children read aloud storybooks in English and Spanish in the home setting, reseachers focused on their presentation of story content, projection and control of the social role of story reader, and accuracy of story delivery. In particular they concentrated on the children's perspective strategies (how the children organized and coordinated the social act of story reading by manipulating the perspective of their speech and how this helped audience perception) and contextualization cues (how the children manipulated intonation, prosody, stress, and gesture to assist the listener's reception of an intended message). The children apparently followed general plans or "scripts" for how to go about reading to an audience and individual children seemed to exercise some regularity of style in oral reading. The perspective strategies used by the children in oral reading were related to their personalities, their English or Spanish fluency, and the characteristics of the setting and the texts. Plans for continuing research are included. (SB)