Reading from the Wordless: A Case Study on the Use of Wordless Picture Books

Autor/inn/en	Arif, Marina Mohd; Hashim, Fatimah
Titel	Reading from the Wordless: A Case Study on the Use of Wordless Picture Books
Quelle	In: English Language Teaching, 1 (2008) 1, S.121-126 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Reading Instruction; Picture Books; Story Telling; Illustrations; Case Studies; Young Children; Males; Foreign Countries; Emergent Literacy; Urban Schools; Public Schools; Preschool Children; Cues; Prior Learning; Comprehension; Perspective Taking; Play; Reading Processes; Malaysia + Suchen Sie Ihr Suchwort? Leseunterricht; Picture book; Bilderbuch; Bildliche Darstellung; Case study; Fallstudie; Case Study; Frühe Kindheit; Male; Männliches Geschlecht; Ausland; Frühleseunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Stichwort; Vorkenntnisse; Verstehen; Verständnis; Zukunftsperspektive; Spiel; Leseprozess
Abstract	For centuries people have conveyed meaning through the use of visual images, without the aid of written text. Consequently, wordless picture books have become a distinct genre within the world of literature. The wordless book is unique in that its content must be communicated solely through the use of illustrations. The reading of wordless picture book is an open-ended process in which viewers read stories by bringing their background experiences and personal histories to bear on the visual images they encounter within the text. This study looks at the use of wordless picture books on a seven-year old male nonreader. The investigation focuses on the exploration of the child's responses to a selection of narrative wordless picture books. This study suggests that wordless picture books are a good source for analyzing a child's early and emergent literacy. Acknowledging the importance of wordless picture books may deepen the definitions of emergent literacy and broaden our approaches to the teaching of reading. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01