Re‐envisioning Reading and Writing Through Combined‐Text Picture Books

Dean, Deborah; Grierson, Sirpa T.

doi:10.1598/jaal.48.6.2

Cited by 12 publications

(8 citation statements)

References 8 publications

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“…The drafting activity using the Venn-diagram assisted them to put the general classification and description in a right way. It prepares a visual summary of a discussion of a topic (Dean & Grierson, 2006). The visual summary of a discussion allowed the students to interact with text ideas, considered them from different points of view, and conversed internally about them (Kucan & Beck, 2003).…”

Section: Discussionmentioning

confidence: 99%

“…It also contributes to keeping students actively involved and allows students to organize their ideas about the concepts (Junaid, 2012 Research has been conducted to investigate Venn-diagram strategy in the EFL classroom and particularly in writing class. Dean and Grierson (2006) investigated re-envisioning reading and writing through combined-text picture books. The result showed that the writing process using a graphic organizer in the form of Venn-diagram encouraged students to find a topic after which teachers can begin helping students through the inquiry and investigation preparing them to write.…”

mentioning

confidence: 99%

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Venn-diagram strategy in EFL class to enhance learners’ writing skill and motivation

Syafi’i

Miftāḥ

2020

JEFL

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This classroom action research was intended to enhance students' skills and motivation in writing report texts by implementing the Venn-diagram strategy. Twenty-one students failing to achieve the passing grade level of scores on their writing skills at the ninth grade of an Islamic secondary school in East Java Indonesia became the subjects of the study. The observation checklist, field notes, questionnaires, and writing test were used to collect data through implementing the Venn-diagram strategy taking a two-set circle and applying the writing process – prewriting via generating ideas, selecting relevant ideas, and ordering ideas; drafting general classification and description paragraphs; revising the rough draft and editing it; and publishing a final version. The results showed that the strategy can enhance the learners’ skills and their motivation in writing report text. The learners’ writing scores significantly increased both in two cycles – thirteen learners of the twenty-one students passed from the passing grade level in Cycle 1, and all learners passed from those in Cycle 2. It also highly motivates learners in writing report text, both in two cycles. Therefore, English teachers are recommended to apply Venn-diagram strategy in EFL writing class to start writing.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

Venn-diagram strategy in EFL class to enhance learners’ writing skill and motivation

Syafi’i

Miftāḥ

2020

JEFL

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“…Picture books constitute a sequence of images with a narrative structure and brief text to convey stories and thus elicit the interest of readers and attract their attention, enabling them to focus on reading (Dockett, Perry, & Whitton, 2006). Therefore, some studies use picture books as teaching materials for examining the effect of picture books on subject learning and reading (Beveridge & McLeod, 2009;Dean & Grierson, 2005).…”

Section: Experimental Tool For Reading: Picture Booksmentioning

confidence: 99%

“…Previous studies (Dean & Grierson, 2005;Ma & Wei, 2015) have indicated that the two picture books, both of a moderate difficulty level, are separately suitable for the two parties (i.e., children and adults).…”

Section: Experimental Tool For Reading: Picture Booksmentioning

confidence: 99%

Influences of Visual Attention and Reading Time on Children and Adults

Wei

Yuan

2016

Reading & Writing Quarterly

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“…For example, suggesting that picture books containing strong visual imagery, such as Let's Get a Pup (Graham 2001) could be used to dispel misconceptions and stereotypes about families' appearances is a practice often associated with critical literacy (see for example Luke & Freebody, 1999;Martino, 1999). In this vein, numerous literacy researchers have argued for using picture books when discussing texts with younger children and adolescents to explore content, ideology, and non mainstream issues ( Albright, 2002;Dean & Grierson, 2005;O'Brien, 2001). …”

Section: Revue Des Sciences De L'éducation De Mcgill • Vol 47 N O 3 mentioning

confidence: 99%

Negotiating Worlds, Words and Identities: Scaffolded literacies for pre-service teachers and children

Cumming-Potvin

2013

mje

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Aiming to extend sociocultural theory about the teaching and learning of literacies, this article reports on data from a qualitative study underpinned by a sociocultural framework (Rogoff, 1990; Vygotsky, 1986). Conducted in an Australian university community, the project tracked a group of pre-service teachers engaging in scaffolded literacy events, such as face-to-face and on-line discussions and shared reading experiences with children. Highlighting the importance of examining the teaching and learning of literacies across formal and informal settings, results offer information about how these pre-service teachers constructed understandings and situated identities (Gee, 1990, 2000-2001) through scaffolding. Pedagogical implications for pre-service teacher education are discussed.L’objectif de cet article est d’élargir la portée de la théorie socioculturelle de l’enseignement et de l’apprentissage de la littératie. Il fait le compte-rendu des données tirées d’une étude qualitative étayée dans un cadre socioculturel (Rogoff, 1990; Vygotsky, 1986). Pilotée par une communauté universitaire d’Australie, ce projet a suivi un groupe de futurs enseignants participant à des événements de soutien à l’apprentissage de la littératie, telles que des discussions face à face et en ligne ainsi que des expériences de lecture partagée avec des enfants. Soulignant l’importance d’analyser l’enseignement et l’apprentissage de la littératie dans des contextes formels et informels, les résultats présentent des informations sur la manière dont les futurs enseignants élaborent leur compréhension et situent leur identité professionnelle (Gee, 1990, 2000-2001) à l’aide du soutien à l’apprentissage. Les implications pédagogiques pour la formation des futurs enseignants sont exposées

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Re‐envisioning Reading and Writing Through Combined‐Text Picture Books

Cited by 12 publications

References 8 publications

Venn-diagram strategy in EFL class to enhance learners’ writing skill and motivation

Venn-diagram strategy in EFL class to enhance learners’ writing skill and motivation

Influences of Visual Attention and Reading Time on Children and Adults

Negotiating Worlds, Words and Identities: Scaffolded literacies for pre-service teachers and children

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