Meaning Making With Picturebooks: Young Children’s Use of Semiotic Resources

Kachorsky, Dani; Moses, Lindsey; Serafini, Frank; Hoelting, Megan

doi:10.1080/19388071.2017.1304595

Cited by 22 publications

(22 citation statements)

References 25 publications

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“…After an author study on Mo Willems and discussion about how design elements support meaning, students identified ways authors use design elements to communicate emotion, intention, and meaning (Kachorsky, Moses, Serafini, & Hoelting, 2017). Here, students relied on four sources to support their inferencing: typography, color, gaze, and background knowledge.…”

Section: Goldilocks and The Three Dinosaurs By Mo Willemsmentioning

confidence: 99%

Children's Literature That Sparks Inferential Discussions

Kelly¹,

Moses

2018

The Reading Teacher

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In this article, the authors report findings from a yearlong study that addressed teaching first‐grade students to make inferences and engage in inferential discussion about children's literature. Because of the importance of both inferencing and discussion for comprehension, a collaborative team of two researchers and a classroom teacher focused on providing supportive discussion contexts and appropriate texts to foster inferential thinking in small‐group discussions. The authors found that ambiguous books, didactic narratives, and fractured fairy tales provided rich sites for inference instruction and practice. The authors also noted the importance of text selection, accepting unexpected responses from students, and the role of the teacher. The article includes transcripts from student discussions with analysis of ways the varied texts fostered inferential talk.

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Section: Goldilocks and The Three Dinosaurs By Mo Willemsmentioning

confidence: 99%

Children's Literature That Sparks Inferential Discussions

Kelly¹,

Moses

2018

The Reading Teacher

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“…Although a comprehensive definition and discussion of semiotic resource is beyond the scope of this article, the term is used here to connote the visual, textual, and multimodal features available in picture books used by readers to construct meanings as they experience particular multimodal texts (Fei, 2004). One of the most important assertions set forth in our previous studies was that the typographic, paralinguistic, and visual elements, such as speech bubbles, upfixes, fonts, and graphic design features, have traditionally been considered distractions to be avoided rather than semiotic resources that young readers should attend to when reading (Kachorsky et al, 2017). Earlier studies analyzed the linguistic elements of texts as markers primarily used to increase a reader's fluency and prosody, rather than seeing them as resources for building meaning (Schwanenflugel, Westmoreland, & Benjamin, 2015).…”

Section: Incorporating Multimodal Literacies Into Classroom-based Reamentioning

confidence: 99%

Incorporating Multimodal Literacies Into Classroom‐Based Reading Assessment

Serafini¹,

Moses²,

Kachorsky³

et al. 2020

The Reading Teacher

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As literacy researchers continue to investigate how young students make sense of texts, specifically picture books, attention has expanded beyond the role that written language plays in reading comprehension to the various ways that visual images, typography, design elements, and digital devices support and challenge young readers during the act of reading. This article is a description of classroom‐based research that led to the development of an assessment instrument for classroom teachers designed to help teachers observe readers using a variety of semiotic resources to make sense of contemporary picture books. As the texts that young readers encounter continue to evolve from language‐dominant texts to more complex multimodal ensembles, classroom‐based assessments must evolve as well to account for the semiotic resources that young readers use in navigating and comprehending multimodal texts.

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“…However, there were no more than ten words difference between books-A and B later in the sequence. Full-colour, full-page illustrations were used in the books to aid inference generation (Arizpe & Styles, 2003;Kachorsky, Moses, Serafini & Hoelting, 2017;Lacey et al, 2007;Walsh, 2003). All the storybook characters were original designs, having similarities with cartoon characters found in popular culture.…”

Section: Materials: Booksmentioning

confidence: 99%