Child Readers and the Worlds of the Picture Book

Autor/inn/en	Baird, Adela; Laugharne, Janet; Maagerø, Eva; Tønnessen, Elise Seip
Titel	Child Readers and the Worlds of the Picture Book
Quelle	In: Children's Literature in Education, 47 (2016) 1, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0045-6713
DOI	10.1007/s10583-015-9244-4
Schlagwörter	Picture Books; Emergent Literacy; Reading Comprehension; Reading Processes; Reading Programs; Reader Text Relationship; Reader Response; Book Reviews; Elementary School Students; Comparative Education; Foreign Countries; Norway; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Picture book; Bilderbuch; Frühleseunterricht; Leseverstehen; Leseprozess; Leserbrief; Book reviewing; Book review; Rezension; Vergleichende Erziehungswissenschaft; Ausland; Norwegen
Abstract	Children as readers of picture books and the ways they respond to, and make meaning from, such texts are the focus of this article, which reports on a small-scale study undertaken in Norway and Wales, UK. The theoretical framing of the research draws on concepts of the multimodal ensemble in picture books and of the reading event as part of a social practice. The research design was developed from the team's analysis of two texts, "Pappa" by Svein Nyhus (1998) and "What does Daddy Do?" by Rachel Bright (2009). Twenty-four children, who were 7 and 8 years old, took part in the study. This was built around two reading events for each book, staged as an immediate response and as a guided response. The data subsequently collected were analysed according to three overarching organisational principles, as "book world," "real world" and "play world." For both "Daddy" and "Pappa," the first reading event showed the children's responses were mainly directed towards exploring the "book world." On the second reading event, references to the "real world" predominated for "Daddy," while for "Pappa" the "book world" was again dominant. Across both reading events and for both books, the "play world" revealed those occasions when the children expanded the meaning of the story, demonstrating an inventive ability to play with the text. Overall, the children's responses moved fluidly across the three worlds, showing them to be energetically making connections between the reading, their experience of books and their own lives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01