A problem solving process has been created for analyzing descriptive data obtained from the language transactions between parents and children during a shared reading event. Use of other instruments and observations of videotaped interactions led to a classification of reading event components and to a coding system containing items in the following categories: (1) parent/child initiated dialogue outside actual text reading, (2) parent/child response in dialogue outside actual text, (3) teaching strategies of parent when child reads, (4) child's reading strategies, (5) tenor of the relationship, and (6) time factors. Each item is assigned a positive and negative value. A parent-child reading partnership scale provides a descriptive summary statement of the interaction. Its categories include introduction of the reading task, elaboration on pictures as part of the text, elaboration of text, conclusions and feedback at the end of the reading event, and strategies used for encouraging the reading partnership. (JL)