Complexity in Picture Books

Sierschynski, Jarek; Louie, Belinda; Pughe, Bronwyn

doi:10.1002/trtr.1293

Cited by 15 publications

(7 citation statements)

References 4 publications

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“…We asked for teachers’ input because we wanted to understand the Arabic parents’ response to books their children read in their classrooms. From their suggestions, we selected three that we considered high‐interest, complex literature (Louie & Sierschynski, 2015; Sierschynski, Louie, & Pughe, 2014).…”

Section: Methodsmentioning

confidence: 99%

Culturally Sustaining Instruction for Arabic‐Speaking English Learners

Louie¹,

Sierschynski²

2020

The Reading Teacher

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Arabic is the second most common home language of English learners in the United States. Educators seek to design culturally sustaining pedagogy to develop Arabic‐speaking English learners’ English skills while nourishing their heritage language and affirming their culture's values. The authors report on a series of interviews with three Arabic mothers on their perceptions of North American and Arabic award‐winning picture books and their experience of reading with their children. Based on the analysis of the interviews, the authors put forward five culturally sustaining pedagogical possibilities.

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Section: Methodsmentioning

confidence: 99%

Culturally Sustaining Instruction for Arabic‐Speaking English Learners

Louie¹,

Sierschynski²

2020

The Reading Teacher

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“…Also of interest was whether the picture-books were simple or complex. According to Sierschynski et al (2014), complexity refers to the nature of the text itself, not to be confused with difficulty, which has to do with reader involvement and skill. As such, understanding the level of complexity of a picture-book requires attention to specific elements, including consideration of the congruency between text and illustrations and, in the case of emotion picture-books, the portrayal of basic versus complex emotions.…”

Section: Emotional Competencementioning

confidence: 99%

Young children’s picture-books as a forum for the socialization of emotion

Garner

Parker

2018

Journal of Early Childhood Research

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Guided by Vygotsky's zone of proximal development, this article examined whether characters in emotion picture-books express and talk about emotions in ways that are consistent with theory and research on children's emotions. In general, we found that picture-books recommended by experts in social-emotional development contain content that is fairly consistent with published research in early childhood. We also found parents' reading of the picture-books was consistent with the content analysis, even though we recorded their spontaneous emotion-based language in addition to the text presented in the picturebooks. The findings also suggested that reading of emotion picture-books may increase preservice teachers' references to emotions, which could translate into greater use of emotion language in the early childhood classroom. Results are discussed with regard to the role of picture-books as an important source of emotionrelated information for children, parents, and teachers.

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“…Therefore, to address the idea of visual text complexity in classroom images, I apply the qualitative features used to describe complex written text in the Common Core State Standards (NGA Center & CCSSO, 2010a) and elaborated on by others (Fisher & Frey, 2014;Fisher, Frey, & Lapp, 2016;Sierschynski, Louie, & Pughe, 2014). Table 1 offers a scale for considering visual text complexity designed to support teachers' planning decisions.…”

Section: Why Visual Text Complexity?mentioning

confidence: 99%

Considering Visual Text Complexity: A Guide for Teachers

Cappello¹

2017

Read Teach

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Twenty‐first century literacy requires students to analyze and create images for communication across and within academic disciplines. Thus, literacy teachers are now responsible for supporting students as they engage with visual texts. We must carefully and intentionally choose images for teaching practice and consider the reader, instructional task, and visual text complexity. This teaching tip offers support for teachers making decisions about what images to embed in their practice and includes a scale to illuminate visual text complexity based on the qualitative criteria outlined in the Common Core State Standards.

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Complexity in Picture Books

Abstract: Complexity in picture books is a quality shared between reader, text, and images. This article extends the CCSS model by providing a frameworkfor analyzing complexity in picture books.

Cited by 15 publications

References 4 publications

Culturally Sustaining Instruction for Arabic‐Speaking English Learners

Culturally Sustaining Instruction for Arabic‐Speaking English Learners

Young children’s picture-books as a forum for the socialization of emotion

Considering Visual Text Complexity: A Guide for Teachers

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