A Kindergartner's Emergent Strategy Use During Wordless Picture Book Reading

Lysaker, Judith T.; Hopper, Elizabeth K.

doi:10.1002/trtr.1352

Cited by 24 publications

(21 citation statements)

References 15 publications

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“…Wordless picture book may be capable developing a more positive attitude to books in general, such as, foster the reading habituation [9]. Wordless picture book reading can be the context for exploring children's comprehension strategies [10]. With this media, the children train to make meaning and decide which images to choose among multiple meanings and represent their image-based meaning in oral narration by their linguistic competence [11].…”

Section: Wordless Picture Bookmentioning

confidence: 99%

The Influence of Wordless Picture Book to Improve the Ability of Storytelling among Preschool Students

Rizqiyani¹,

Azizah²

2019

Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018)

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This research aims at revealing the effect of the wordless picture book to improve the ability to storytelling in children aged 5-6 years. This research uses quantitative research approach with the preexperimental design with One Group Pretest-Posttest Design approach. The subject in this study was 30 children. The data collection technique was using observation with an assessment tool in the form of an observation sheet. Data analysis employed t-test (Paired T). Based on the results of data analysis, the wordless picture book is effective to improve the ability of storytelling among preschoolers. It can improve the students' imagination, vocabulary enrichment confidence.

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Section: Wordless Picture Bookmentioning

confidence: 99%

The Influence of Wordless Picture Book to Improve the Ability of Storytelling among Preschool Students

Rizqiyani¹,

Azizah²

2019

Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018)

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“…Although the current study was modest in its scope, it is nevertheless instructive. Based on observations and analysis from the current study, we can build on research with suggestions for teachers, specifically related to wordless picturebooks and informed by family literacy practices (e.g., Cassady, 1998; Lysaker & Hopper, 2015; Schick & Melzi, 2016; Serafini, 2014). Children and families can use wordless picturebooks like The Lion and the Mouse to tell stories across and within their various languages, allowing for development of the home language with the same book that may have been shared in a different language at school.…”

Section: Discussionmentioning

confidence: 99%

“…In addition to the skills that students practice through interaction with wordless picturebooks, there is also much that teachers can learn from observing students engaging with these books. For example, Lysaker and Hopper (2015) observed a kindergarten emergent reader student searching, cross‐checking, self‐correcting, and rereading/repeating words—evidence of her ability to make meaning with a wordless picturebook. The authors suggest that recording these strategies as they occur would provide a basis for making meaningful, personally relevant instructional decisions.…”

Section: Review Of the Literaturementioning

confidence: 99%

Lessons for teachers: A wordless picturebook in the hands of one Mexican immigrant family

et al. 2020

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Wordless picturebooks provide opportunities for both families and teachers to engage with narrative texts beyond the confines of a particular language. In this ethnographic study, the researchers examined how one multilingual family interacted with a wordless picturebook across time. They observed shifts in who engaged with the reading; evidence of sense‐making as the mother, older sister, and younger sister engaged with the book; scaffolding the mother and older sister provided for the younger sister as her telling of the story became more sophisticated; and intimacy and humor. These observations may have implications for classroom teachers who are interested in using wordless picturebooks to support culturally and linguistically diverse learners. The authors conclude with suggestions for incorporating wordless picturebooks into classroom practice in ways that may be welcoming and productive for students from diverse backgrounds.

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“…However, Joan asks: “Is [the driver] asking you to do something?—What’s he asking you to do?” “What does this page say?” “Oh my gosh, what’s going on on the next page?” With these invitations, Allen offers expressive voicing of the characters, including a whole-body expression of the pigeon’s anger at not being allowed to drive the semi—a sentiment clearly expressed in the illustration. He enters the imaginative landscape of consciousness and action in the story with full emotional resonance, fluently (in terms of prosody and dialogic agility) juggling the voices of three different characters (Lysaker, 2019). In the process, he is developing his ability to build dialogic relationships with characters and expanding his social imagination (theory of mind), each of which will fuel not just his literate development but also his human development.…”

Section: Different Dimensions Of Developmentmentioning

confidence: 99%

Talking Children Into Literacy: Once More, With Feeling

Johnston

2019

Literacy Research: Theory, Method, and Practice

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Children’s literate development is mediated by classroom talk. That same talk also mediates children’s emotional, relational, self-regulatory, and moral development. Consequently, the discourse of some literacy teaching practices may be important for shaping the course of human development, and those dimensions of human development can play reciprocal roles in children’s literate development. For example, conversations about the inner life of book characters (and authors) expand children’s social imaginations, which improve their self-regulation, social relationships, and moral development. Coincidentally, literacy learning requires cognitive self-regulation (e.g., working memory, attention, focus), social self-regulation in interactions with peers and teachers, and emotional self-regulation (e.g., frustration and anxiety). Children who develop self-regulation earlier, and to higher levels, develop decoding and reading comprehension earlier. Similarly, when children’s conversations explore the pragmatics of their linguistic interactions, such as how to disagree productively, they become more able to comprehend texts and argue persuasively but also more able to learn from and with each other. Children need to acquire “the codes,” but the ecology of acquisition matters a great deal not only for the ease of acquisition but also for the nature of the literacy that is acquired and for the trajectory of human development. Children’s social and emotional development lies squarely in the bailiwick of the language arts and the literate talk within which they are immersed. But the accompanying human development, in turn, supports literate development.

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A Kindergartner's Emergent Strategy Use During Wordless Picture Book Reading

Abstract: Wordless book reading can be a rich context for exploring children ' s emerging comprehension strategies. These authors discuss strategy use in one child ' s wordless book reading and share instructional possibilities.

Cited by 24 publications

References 15 publications

The Influence of Wordless Picture Book to Improve the Ability of Storytelling among Preschool Students

The Influence of Wordless Picture Book to Improve the Ability of Storytelling among Preschool Students

Lessons for teachers: A wordless picturebook in the hands of one Mexican immigrant family

Talking Children Into Literacy: Once More, With Feeling

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