The Power of Reading Picture Books Aloud to Secondary Students

Giorgis, Cyndi

doi:10.1080/00098659909599640

Cited by 12 publications

(8 citation statements)

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“…How the piloses evolved skinny noses 2 (Kelemen and The Child Cognition Lab 2017) can be compared to a picture book, since text and illustrations together makes out the story (Giorgis 1999). Each two-page spread of the book displays large images that occupy approximately 70% of the page space.…”

Section: The Book How the Piloses Evolved Skinny Nosesmentioning

confidence: 99%

Children’s Encounters with Natural Selection During an Interactive Read Aloud

Frejd

2019

Res Sci Educ

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Previous studies have shown that children as young as 5 years of age are able to form a basic understanding of evolution after listening to a storybook about natural selection. This study offers a semiotic exploration of children's meaning making during an interactive read aloud of the same storybook by investigating what children focus on and negotiate during the read aloud. Video data from eight interactive read aloud sessions (N = 24 children) were analysed using a multimodal approach and contrasted with seven biological concepts intentionally described in the storybook. During the interactive reading, the children focused on all biological concepts at some point. However, apart from the biological concepts, the children also paid attention to other topics during the read aloud. These topics comprised Death, Change in behaviour, Realism, Babies, Milli bugs, and Aesthetics. Throughout the read aloud, a child-centric view of life influenced how the children made meaning about evolution. The findings highlight that through interactive reading, instructional storybooks also become a tool for discussing other aspects that children find important. Overall, the findings contribute with knowledge about the role of interactive read aloud as a pedagogical tool for introducing evolution in early childhood education.

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Section: The Book How the Piloses Evolved Skinny Nosesmentioning

confidence: 99%

Children’s Encounters with Natural Selection During an Interactive Read Aloud

Frejd

2019

Res Sci Educ

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“…How the piloses evolved skinny noses 15 (Kelemen & The Child Cognition Lab, 2017) is a picture book (Giorgis, 1999) that communicates seven biological concepts related to natural selection. Large images occupy approximately 70% of each page spread (Figure 4).…”

Section: The Storybook How the Piloses Evolved Skinny Nosesmentioning

confidence: 99%

Encountering Evolution : Children's Meaning-Making Processes in Collaborative Interactions

Frejd

2019

Studies in Science and Technology Education

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This thesis explores preschool class children's meaning making processes when they encounter evolution. By adopting social semiotic and sociocultural perspectives on meaning making, three group-based tasks were designed. Video data from the activities were analysed using a multimodal approach. The analysis focuses on how the communicated science content affects the science focus of the tasks, how different materials function as semiotic resources and influence meaning making, and interactive aspects of doing science in the meaning-making processes. The findings reveal that, by using the provided materials and their previous experiences, the children argue for different reasons for animal diversity and evolution. Throughout the tasks, a child-centric view of life emerged in a salient manner. This means that, apart from the science focus, the children also emphasise other aspects that they find important. The child-centric perspective is suggested to be a strength that enables children to engage in science activities. The results show that the provided materials had three functions. Children use materials as resources providing meaning. This means that the children draw on the meaning potential of the materials, a process that is influenced by their previous experiences. Moreover, in interaction with peers, the materials also serve as communicative and argumentative tools. Thus, access to materials influences the children's meaning making and enables them to discuss evolution and "do science". The findings also reveal an intimate relationship between task context and interaction. More scripted tasks convey more child-adult interaction (scaffolding) while less scripted tasks, during which children build on previous experiences instead of communicated science content, stimulates child-child interaction (mutual collaboration). In scaffolding interactions, a greater emphasis is placed on the science topic of the task due to guidance from the adult. Consequently, meanings made by children in more scripted tasks are more likely to be "scientifically correct". However, if the teacher or the adult steps back and allows the children to engage in mutual collaboration, they engage in multiple ways of doing science through evaluating, observing, describing and comparing. v Overall, the research reported in this thesis suggests that task contexts and materials have a great impact on children's meaning making and how science is done.

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“…In the early grades, reading aloud to students is a common practice. However, as students move into the middle and secondary levels, teacher read alouds occur less frequently (Giorgis, 1999). When teachers model fluent reading, they conduct regular read alouds that allow them to demonstrate how proficient readers read fiction and nonfiction text (Albright, 2002).…”

Section: Model Fluent Readingmentioning

confidence: 99%

Five Oral Reading Fluency Strategies for Supporting Struggling Adolescent Readers

Ming

2018

nyarj

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By the time students enter the fourth grade, it is expected that they possess the basic literacy skills needed to read and learn content. It is the general belief that in the early grades, students are taught foundational literacy skills that make them proficient readers by the time they become adolescent learners. For many, this assumption is true. However, for a large majority of students between Grades 4 and 12, basic literacy skills are not in place, leading them to struggle to acquire information. Oral reading fluency, one of the basic literacy skills that adolescents must possess, can be explicitly taught beyond the early years. In this article, the author discusses who are struggling adolescent readers, what is oral reading fluency and why it is significant for this group, and how five specific strategies can be used with this population.

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The Power of Reading Picture Books Aloud to Secondary Students

Cited by 12 publications

References 1 publication

Children’s Encounters with Natural Selection During an Interactive Read Aloud

Children’s Encounters with Natural Selection During an Interactive Read Aloud

Encountering Evolution : Children's Meaning-Making Processes in Collaborative Interactions

Five Oral Reading Fluency Strategies for Supporting Struggling Adolescent Readers

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