“It’s a radical decision not to use words”: Partnering with wordless picture books to enhance reading and writing

Giorgis, Cyndi; Johnson, Nancy J.

doi:10.1080/00940771.2022.2095603

Cited by 3 publications

(5 citation statements)

References 3 publications

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“…For example, teachers may have difficulty getting text‐dependent readers to slow down and study the images. Similar to teacher modeling of how to extract details from the text, teachers should take time to introduce wordless picture books as art that needs to be studied just as closely as books with texts (Giorgis & Johnson, 2022).…”

Section: Implementation Considerationsmentioning

confidence: 99%

“…Where's Walrus (Savage, 2011) provided a backdrop and concrete examples to the aforementioned topics being discussed. Students were later asked to create their own pictures of “Walrus” in hiding, focusing on influential environmental factors.Example Developing close reading skills in Giorgis and Johnson ( 2022 ) .…”

Section: Examples Of Implementation With English Learners In Multiple...mentioning

confidence: 99%

“…Giorgis and Johnson (2022) used Wolf in the Snow (Cordell, 2017) and The Paper Boat: A Refugee Story (Lam, 2020) with middle school students. The students' language backgrounds were not mentioned in the study, but these lessons would work well with L2 learners or mixed classes with L1 and L2 learners.…”

Section: Examples Of Implementation With English Learners In Multiple...mentioning

confidence: 99%

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Wordless but not silent: Unlocking the power of wordless picture books

Honaker

Miller

2023

TESOL Journal

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Teaching literacy skills that require critical reading and linguistic output can feel like an insurmountable challenge when presented with students of varying language proficiencies. One valuable but often unused tool to surmount these challenges is wordless picture books (WPBs). WPBs can be used to develop literacy skills more equitably among learners with varying language proficiencies, even when in class with native‐speaking peers. They transcend language and cultural barriers often found in traditional literature and can be a tool for exploring multicultural perspectives. However, WPBs are often underrated and misunderstood by teachers and students, and frequently relegated to classrooms with young, pre‐emergent readers. We argue for the power of WPBs for literacy development among English learners (ELs) of all ages by addressing common misconceptions, highlighting unique benefits of WPBs to ELs, and suggesting practical pedagogical implications.

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Section: Implementation Considerationsmentioning

confidence: 99%

Section: Examples Of Implementation With English Learners In Multiple...mentioning

confidence: 99%

Section: Examples Of Implementation With English Learners In Multiple...mentioning

confidence: 99%

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Wordless but not silent: Unlocking the power of wordless picture books

Honaker

Miller

2023

TESOL Journal

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“…Picture books always contain images, it's the words which are optional. Picture books average about 8x10 in size and are usually between thirty-two and forty-eight pages (Giorgis & Johnson, 2022). They generally contain more white space than most other forms of books.…”

Section: Defining Picture Booksmentioning

confidence: 99%

“…Wordless picture books serve as spaces for readers to create meaning (Ciecierski et al, 2017). These texts, which remove the barrier of negotiating print, present opportunities for engagement and learning opportunities for students beyond elementary school, even though, as Giorgis and Johnson (2022) found, their use typically fades before middle school. Picture books are a tool used to support our understanding of the world and our place in it.…”

Section: Picture Books As Multipurpose Teaching Toolsmentioning

confidence: 99%

Pages of potential: an action research study of the affordances and constraints of using picture books as tools to deepen adult senses of identity and belonging

Norsworthy

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And thank YOU. Thank you for reading this report, for holding it in your heart, and for what it may inspire you to do next, how you will act in support of using picture books, to create needed spaces of belonging in support of love. You have my gratitude, now and always. 4 Dedication PageThis report is dedicated to those who believe-That there is space in education, where all may be honored.That there is space in education, where all may belong. That there is space in education, where all may find joy.That there is space in education, where all may feel seen and loved.

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Developing Text Comprehension Skills in 2nd Grade Using Wordless Books

Kviečinskaitė,

Schoroškienė

2024

SPVK/EPMQ

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The development of text comprehension skills in primary school is constantly seeking new ways of engaging students of different abilities. One such innovation is wordless books. Given the lack of information on the use of such books, the aim of this study was to investigate the impact of wordless book-based educational activities on the text comprehension skills of second grade students. The method chosen for the study was participatory action research. Three educational activities were planned and carried out to observe students' activity. Before and after the educational activities, the students' comprehension of the fiction text was measured. The methods used for data collection were: analysis of pedagogical literature, written questionnaire, informal natural indirect observation. The questionnaires used to investigate the text comprehension skills were specially designed and identified 4 main skills of fiction text comprehension (finding clearly presented information, making inferences, integrating and interpreting ideas and information, examining the content and details of the text, evaluating). The participants were selected by convenience sampling. The participants were 17 second grade students from one school class. Based on the results of the text comprehension skills test, 3 educational activities based on reading wordless books were designed. All the educational activities followed a single lesson model: at the beginning of the activity, students were introduced to the topic and objective of the lesson, followed by a collective reading of a wordless book, a discussion, a creative task and reflection. The study showed that the wordless book-based activities had a positive impact on some of the second grade students' inference and integration of ideas and information, and interpretation skills. The wordless book activities were more engaging for students with lower levels of educational achievement. Keywords: wordless books, text comprehension skills, primary education, language development

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“It’s a radical decision not to use words”: Partnering with wordless picture books to enhance reading and writing

Cited by 3 publications

References 3 publications

Wordless but not silent: Unlocking the power of wordless picture books

Wordless but not silent: Unlocking the power of wordless picture books

Pages of potential: an action research study of the affordances and constraints of using picture books as tools to deepen adult senses of identity and belonging

Developing Text Comprehension Skills in 2nd Grade Using Wordless Books

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