Social and Relational Aspects of Comprehending in One Fourth Grader's Unaided and Illustration-Aided Picturebook Retellings: Retelling as Co-Authoring

Autor/inn/en	Lysaker, Judith T.; Nie, Alice Ying
Titel	Social and Relational Aspects of Comprehending in One Fourth Grader's Unaided and Illustration-Aided Picturebook Retellings: Retelling as Co-Authoring
Quelle	In: Journal of Literacy Research, 49 (2017) 1, S.38-67 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X16684583
Schlagwörter	Elementary School Students; Grade 4; Picture Books; Story Telling; Qualitative Research; Case Studies; Ethnography; Discourse Analysis; Illustrations; Social Influences; Aesthetics; Context Effect; Cues; Imagination; Reading Comprehension + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Picture book; Bilderbuch; Qualitative Forschung; Case study; Fallstudie; Case Study; Ethnografie; Diskursanalyse; Bildliche Darstellung; Sozialer Einfluss; Ästhetik; Stichwort; Leseverstehen
Abstract	In this article, we present one fourth grader's unaided and illustration-aided retellings of "The Other Side." Using a qualitative clinical case study approach, we examine comprehending activity in these retellings using microethnographic discourse analysis in conjunction with dialogic self theory and a transactional model of reading. Analysis indicates that illustration-aided retelling results in qualitatively different comprehending activity than unaided retelling. John's illustration-aided retelling demonstrates relational involvement in the social world of the story and a more aesthetic stance characterized by movement between multiple character positions and their perspectives. John's unaided retelling shows a nearly singular, outsider position and an efferent stance, characterized by summarizing and reporting. In addition, this study suggests that microethnographic analysis is a useful framework for noticing and understanding social and relational aspects of comprehending in illustration-aided retelling. Specifically, in illustration-aided retelling, the reader's use of contextualization cues and dialogic activity of turn-taking were accompanied by social imagination and intersubjective relationships with characters. Other social and dialogic aspects of the illustration-aided retelling included intertextuality and narrative coherence both frequently involving polychronic activity. Implications of illustration-aided retellings as assessments of readers' comprehending activity within picturebooks are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01