“It’s like playing, but learning”: Supporting Early Literacy through Responsive Play with Wordless Picturebooks

Flint, Tori K.; Adams, Marietta S.

doi:10.58680/la201829747

Language Arts

2018

DOI: 10.58680/la201829747

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“It’s like playing, but learning”: Supporting Early Literacy through Responsive Play with Wordless Picturebooks

Tori K. Flint¹,

Marietta S. Adams²

Abstract: This qualitative study describes the ways that first-grade children make meaning with wordless picturebooks through play as reader response.

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Cited by 14 publications

References 26 publications

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Sounds of Silence: Sharing Wordless Picturebooks in the Classroom

Young,

Kganetso,

Ricks

2024

The Reading Teacher

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Wordless picturebooks are most often used in classroom settings as writing prompts or scaffolds for developing language proficiency. This article introduces and describes a teacher‐led instructional practice that we call silent orchestration. The practice provides a place and space for students' personal transactions with wordless picturebooks situated in a community of learners. Silent orchestration has three main components: preparation, guided exploration, and appreciation. Each component is described and illustrated with an extended vignette from a fifth‐grade classroom.

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Sounds of Silence: Sharing Wordless Picturebooks in the Classroom

Young,

Kganetso,

Ricks

2024

The Reading Teacher

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Children’s Responses to a Challenging Picturebook with a Contrapuntal Relationship Between Historical Facts and Humorous Fiction

Stranden,

Ommundsen

2023

Child Lit Educ

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In this article, the authors explore how Norwegian second-graders respond to the challenging picturebook, Min bestemor strøk kongens skjorter (My Grandmother Ironed the King’s Shirts) (Kove 2000). The cognitive challenges for the young readers lie in the picturebook’s humorous iconotext with a contrapuntal interplay between historical facts and fiction about World War II. In this classroom-based study, a reading event was designed to give the children an aesthetic experience with the picturebook and the possibility to explore it further. Each reading event included an opening in which the peritexts were discussed, a read-aloud (where two groups read the images on a Smart Board screen and two groups read the images in the physical book), an explorative dialogue, a creative workshop, and an ending. The analyzing process drew on Lawrence K. Sipe’s (Storytime: young children’s literary understanding in the classroom, Teachers College Press, New York, 2008) model of young children’s literary understanding and included an inductive analysis of the pupil’s responses that was inspired by a collective qualitative method (Eggebø in Norsk Sosiol Tidsskrift 4:106–122, 2020). On this basis, the authors present a model of children’s overlapping responses to a challenging picturebook. The pupils’ responses were embodied, creative, playful, analytical, personal and intertextual. Findings indicate that the reading event created a pleasurable aesthetic experience in which the children might develop tolerance for the complex fact-fiction relationship. The mediator’s facilitation and openness for a variety of responses and literary meaning-making during the reading event allowed the pupils to use their entire selves and express meaning-making in different ways. Findings indicate slightly more embodied responses and social interaction when the children read the pictures in the physical book rather than on the Smart Board screen.

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Children’s Critical Reflections on Gender and Beauty Through Responsive Play in the Classroom Context

Flint

2020

Early Childhood Educ J

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“It’s like playing, but learning”: Supporting Early Literacy through Responsive Play with Wordless Picturebooks

Abstract: This qualitative study describes the ways that first-grade children make meaning with wordless picturebooks through play as reader response.

Cited by 14 publications

References 26 publications

Sounds of Silence: Sharing Wordless Picturebooks in the Classroom

Sounds of Silence: Sharing Wordless Picturebooks in the Classroom

Children’s Responses to a Challenging Picturebook with a Contrapuntal Relationship Between Historical Facts and Humorous Fiction

Children’s Critical Reflections on Gender and Beauty Through Responsive Play in the Classroom Context

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