The concept of scaffolding can be used as a framework to argue that a "rich interpretation" in child language is needed in the area of early literacy learning. Child language is the reading-like text language of "prereading" kindergarten children. Two threads (internal and external) of the scaffolding process have been identified. The external thread describes how the linguistic community arranges speech encounters so that the young speaker can get a hold on how to make his or her intentions clear and how to penetrate the intentions of others. The internal thread is concerned with how communicative intent is successively transformed through negotiation into increasingly powerful linguistic procedures. After reading picture storybooks to kindergarten children, the children were invited to "read" the books. The readings indicated that children are active learners and that as the children continue to read, they construct texts that are closer to the structure the author has used. These findings suggest that the definition of reading needs to be expanded and perhaps even altered, and that what young children should and could be doing in the name of reading should be reconsidered. (Excerpts of some of the children's "readings," and analyses of these readings are included.) (DF)