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Examining children's comprehension of conventional, wordless, and postmodern picturebooks.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Examining children's comprehension of conventional, wordless, and postmodern picturebooks./
作者:	Willson, Angeli Marie.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2013,
面頁冊數:	172 p.
附註:	Source: Dissertations Abstracts International, Volume: 75-01, Section: A.
Contained By:	Dissertations Abstracts International75-01A.
標題:	Instructional Design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3563271
ISBN:	9781303114854

Examining children's comprehension of conventional, wordless, and postmodern picturebooks.
Willson, Angeli Marie.

Examining children's comprehension of conventional, wordless, and postmodern picturebooks. - Ann Arbor : ProQuest Dissertations & Theses, 2013 - 172 p.

Source: Dissertations Abstracts International, Volume: 75-01, Section: A.

Thesis (Ph.D.)--The University of Texas at San Antonio, 2013.

This item must not be sold to any third party vendors.

This qualitative study examines children's comprehension of conventional, wordless, and postmodern picturebooks. The research question was: How do children construct meaning of conventional, wordless, and postmodern picturebooks? More specific questions were: 1) What are the reading strategies that children use as they make sense of conventional, wordless, and postmodern picturebooks? and 2) How does the type of picturebook appear to influence the children's reading strategies while reading conventional, wordless, and postmodern picturebooks? Data were collected during individual think-alouds, collaborative book talk, and participant interviews at the end of the study. Data were audio- and video- recorded, transcribed, and analyzed following the Constant Comparative Method (Corbin & Strauss, 2008). Findings indicate that children engage in various reading strategies while transacting with texts. This study showed that they analyzed the texts and engaged in making inferences about character traits, feelings, and thoughts majority of the time. These inferences were mostly based on the words and illustrations of the picturebooks. The participants of this study also engaged in other reading strategies categorized as expressive, connective, metacognitive, and social. This study also indicates the potential for integrating wordless and postmodern picturebooks in the classroom. Wordless picturebooks can be used in aiding students to generate inferences, especially about character feelings and thoughts, and hypotheses about the theme of the stories. Postmodern picturebooks offer a myriad of possibilities in the areas of metacognition and author/illustrator craft analysis.

ISBN: 9781303114854Subjects--Topical Terms:

3432465
Instructional Design.
Subjects--Index Terms:

Children's literature

Examining children's comprehension of conventional, wordless, and postmodern picturebooks.
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520 $a This qualitative study examines children's comprehension of conventional, wordless, and postmodern picturebooks. The research question was: How do children construct meaning of conventional, wordless, and postmodern picturebooks? More specific questions were: 1) What are the reading strategies that children use as they make sense of conventional, wordless, and postmodern picturebooks? and 2) How does the type of picturebook appear to influence the children's reading strategies while reading conventional, wordless, and postmodern picturebooks? Data were collected during individual think-alouds, collaborative book talk, and participant interviews at the end of the study. Data were audio- and video- recorded, transcribed, and analyzed following the Constant Comparative Method (Corbin & Strauss, 2008). Findings indicate that children engage in various reading strategies while transacting with texts. This study showed that they analyzed the texts and engaged in making inferences about character traits, feelings, and thoughts majority of the time. These inferences were mostly based on the words and illustrations of the picturebooks. The participants of this study also engaged in other reading strategies categorized as expressive, connective, metacognitive, and social. This study also indicates the potential for integrating wordless and postmodern picturebooks in the classroom. Wordless picturebooks can be used in aiding students to generate inferences, especially about character feelings and thoughts, and hypotheses about the theme of the stories. Postmodern picturebooks offer a myriad of possibilities in the areas of metacognition and author/illustrator craft analysis.
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