| Description |
xiv, 305 p. : ill. ; 24 cm. |
| Series |
Language and literacy series |
|
Language and literacy series (New York, N.Y.)
|
| Bibliography |
Includes bibliographical references (p. 261-288) and index. |
| Contents |
Foreword / P. David Pearson -- Acknowledgments -- Introduction -- Literary understanding : a neglected part of the literacy landscape -- The marginalization of reading aloud to young children -- Why another theory? -- Audience -- Picturebooks and children's responses -- Picturebooks and children's responses -- Examining picturebooks -- Reading the sings : semiotic perspectives -- Perspectives from visual aesthetic theory -- The relationship of text and pictures -- Research on children's responses to picturebooks -- Young children's literary understanding : either text or reader -- The social constructivist paradigm and Vygotsky's sociocultural approach -- Talk in the classroom -- Cognitive perspectives on children's comprehension of narratives -- Literary perspectives on using literature in the classroom -- Young children's literary understanding : between text and reader -- The middle ground : Iser and Rosenblatt -- Britton's participant and spectator stances -- Benton's construct of the secondary world -- Langer's model of envisionment -- Bogdan's theory of reader stances -- Can't we just enjoy literature? The theorization of pleasure -- Research about literary talk in the classroom -- |
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pt. 2. Five aspects of literary understanding and their interrelationships -- Introducing the categories of response and the first type of analytical response -- The categories of children's responses -- Examples of the five conceptual categories -- Analytical response 1A : making narrative meaning -- Other types of analytical response -- Analytical response 1B : the book is made object or cultural product -- Analytical response 1C : the language of the text -- Analytical response 1D : analysis of illustrations and other visual matter -- Analysis response 1E : relationships between fiction and reality -- Intertextual responses : how stories "lean" on stories (and other texts) -- Three types of intertextual connections -- The roles of intertextual connections -- The power of text sets -- Intertextual resistance to stories -- Personal response : drawing the story to the self -- Life-to-text connections -- Text-to-life connections -- Other personal connections -- Children's personal resistance to stories -- Transparent and performative responses -- Transparent response : entering the storyworld -- Performative response : the text as a platform for children's creativity -- A grounded theory of the literary understanding of young children -- Five facets of literary understanding -- Blurring the categories -- Three basic literary impulses -- Connections to other theoretical models -- The dynamics of literary understanding -- |
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pt. 3. Teachers as enablers of children's meaning-making and implications for pedagogy and further research -- Teachers' and children's roles in enabling literary understanding -- What is scaffolding? -- Five conceptual categories for adult talk -- Examples of the categories of adult talk -- Scaffolding provided by category 1 : reader -- Scaffolding provided by category 2 : manager and encourager -- Scaffolding provided by category 3 : clarifier/prober -- Scaffolding provided by category 4 : fellow wonderer/speculator -- Scaffolding provided by category 5 : extender/refiner --Storytelling : Mrs. Martin's style of reading and scaffolding -- types of teacher questions -- Children's enabling of their peers' response and understanding -- What's the point of literary understanding? : implications for practice, research, and beyond -- Pedagogical implications of the studies -- Further research -- Beyond literacy : what good is literary understanding, anyway? -- Appendix A : The research studies for this book -- Appendix B : A glossary of picturebook terminology -- Appendix C : Transcription conventions -- Children's literature references -- References -- Index -- About the author. |
| Subject |
Language arts (Elementary)
|
|
Reading (Elementary)
|
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English language -- Composition and exercises -- Study and teaching (Elementary)
|
| Added Title |
Story time : young children's literary understanding in the classroom |
| ISBN |
9780807748282 (pbk. : alk. paper) |
|
0807748285 (pbk. : alk. paper) |
|
9780807748299 (cloth : alk. paper) |
|
0807748293 (cloth : alk. paper) |
| Standard No. |
NZ1 11636882 |
|
AU@ 000042693690 |
|
