Noting that joint storybook reading by children and adults provides a context for interactions that promote language development and literacy, this exploratory study examined whether parent-child reading of storybooks online might elicit the same sorts of interaction that have been observed for joint reading of traditional books. Participating in the study were seven parent-child dyads. Each dyad was observed while reading two online storybooks that presented branching stories in which readers' choices helped to determine the course of the story. Findings indicated that parents and children engaged in many of the same behaviors found in past literature, and that utterances involved similar levels of abstraction. When subjects reached choice points in the interactive, branching stories, it was typically the children who selected the path that the story would take, either by themselves or with their parents. In this way, children not only saw and heard the stories, but also helped to determine the course of events, with implications for emergent literacy. (Appended are the coding scheme used in the present study, sample story pages, and descriptive data. Contains 14 references.) (Author/KB)