Literacy in general and vocabulary in particular are essential skills to participate successfully in our
21st century information society. The largest effects of educational interventions on vocabulary
development - as the core component of literacy - are observed as a result of interactive book
reading (IBR). Notwithstanding, the implementation of IBR in educational practice, as well as the
scientific interest for this topic, decreases radically when children make the transition from
kindergarten to primary school. In this regard, this research proposal addresses the study of the
potential of IBR for the age group of first and second grade primary school children and aims to
uncover the interactive processes as foundation for students’ vocabulary development. More
particularly, the first research objective (RO1) is to disclose the features of and interrelationships
between teacher and children's interaction processes during IBR activities. RO2 continues with
evaluating the differential effects of IBR on both children’s receptive and expressive vocabulary
development, for different groups of children and taking into account the characteristics of the
ongoing interaction. Both research objectives come together in providing an integrated view on
IBR by explaining differential effects through unwinding the ongoing interaction during reading.