<span style="font-family: Times New Roman; font-size: small;"> </span><p class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-family: Times New Roman; font-size: small;">In this qualitative study, the author uses the theoretical lens of disability studies to examine how children in two multiage classrooms examine issues of disability through conversations during read-aloud and literature circle discussions. In this study, the author looks at how children build positive understandings of disability from children’s literature but also how societal attitudes, beliefs, and stereotypes might play into their interpretations of literature. Student’s talk before, during, and after literature discussions was audio- and videorecorded. Several themes emerged from a discourse analysis of the transcriptions, including: defining disabilities, questioning and critiquing notions of normalcy; idealizing disabilities; identifying with characters; developing an advocacy stance; and using imagination to open up perspectives towards people in the real world. Through exploring characters in books, children not only learned about various disabilities, but they came to understand characters with disabilities as full and complex beings, similar in many ways to themselves.</span></p><p class="MsoNormal" style="margin: 0in 0in 0pt;"> </p><p class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-family: Times New Roman; font-size: small;">Keywords: children's literature, literature discussions, disability studies, elementary education, qualitative research</span></p><span style="font-family: Times New Roman; font-size: small;"> </span><p class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-family: Times New Roman; font-size: small;"> </span></p><span style="font-family: Times New Roman; font-size: small;"> </span>
An elementary reading specialist examined how drama can help young readers to become actively engaged with comprehending stories. The article explores how two first‐grade students involved in a reading support program build representative yet unique understandings through process drama in connection with literacy activities. Through such activities, these children were able to use their strengths and learn through multimodalities and multiple perspectives. The author argues that artistic responses to literature, such as drama, can enhance the meaning‐making and communicative options for children, and may be especially important for struggling readers. لقد فحص خبير في القراءة الابتدائية الطريقة التي يستطيع فيها الدراما أن يساعد القراء الصغار في أن يشتغلوا باستيعاب قصص بطريقة فعالة. إذ تستكشف هذه المقالة كيف شكّل طالبا الصف الأول الابتدائي المشتركان في برنامج دعم القراءة مفاهيم ممثلة بل فريدة من خلال القيام بعملية الدراما التي فيها علاقة بأنشظة معرفة القراءة والكتابة. وعن طريق هذه الأنشظة كان يستطيع هاذان الصغيران أن يستغلا امتيازاتهما ويتعلما من التعرض لوجهات نظر مختلفة وطرق متعددة. ويطرح المؤلف الحجة بأن الردود الفنية للأدب كدراما على سبيل المثال قد تعزز استيعاب المعنى وخيارات الاتصال لدى الأطفال وقد يكون أمراً مهماً جداً خصوصاً بالنسبة إلى القراء المواجهين صعوبات في القراءة. 一位初级阅读专家考查戏剧如何能帮助年幼阅读者主動投入故事内容的理解。本文探究两名小学一年级学生在参与一项阅读支援计划中,如何通过投入和读写文化活动有关联的过程戏剧,建立他们对故事内容的独特和有代表性的理解。透过这些活动,该两名学童能利用他们的长处,通过多模态和多角度进行学习。作者认为,学童对文学例如戏剧作艺术性回应,可以加强他们的意义建构和增添他们的沟通方法,这些得益对有困难的阅读者来说是尤其重要。 Un spécialiste de la lecture à l'école élémentaire a examiné comment le théâtre peut aider de jeunes lecteurs à s'engager activement dans la compréhension des histoires. Cet article explore comment deux élèves de première année inscrits dans un programme de soutien en lecture construisent des significations caractéristiques bien que uniques quand le processus dramatique est lié à des activités de lecture‐écriture. Du fait de ces activités, ces enfants ont pu utiliser leurs points forts et faire des apprentissages grâce à la pluralité des modalités et à la multiplicité des perspectives. L'auteur estime que des réponses artistiques à la littérature, le théâtre par exemple, permettent de développer la production de sens et les possibilités de communication des enfants, ce qui se peut se révéler particulièrement important dans le cas des élèves en difficulté. Специалист по обучению чтению в начальной школе исследовал, как с помощью драматизации юные читатели “пропускают через себя” содержание сказок и разбираются в их содержании. В статье описано, как два первоклассника – участники программы по поддержке начинающих читателей – выстраивают типичные и, одновременно, достаточно личные, уникальные, отношения с текстом посредством его драматизации. Такая полимодальная деятельность, которая, помимо прочего, дает возможность взглянуть на сюжет с различных точек зрения, позволила детям лучше учиться, в полной мере используя свой потенциал. Автор доказательно утверждает, что творческая реакция на прочитанное стимулирует осмысление текста и дает детям нов...
In this qualitative study, the author explores how young readers build literary understanding through performative responses in picturebook read-alouds. Performative responses allow children to create and express meaning in ways that go beyond talk and that engage their creativity and imagination. They include a variety of modalities, such as gesture, mime, vocal intonation, characterization, and dramatization. Certain children show a propensity for responding in individual or characteristic ways. By focusing on the performative responses of one second-grade reader, the author defines the characteristics of performative responses and how children build literary understanding through them. Performative responses helped this young, struggling reader to immerse herself in the story world, create the mood of the story, show an understanding of the unfolding narrative, deepen her understanding of characters, and involve her classmates in a rich, and sometimes raucous, exploration of stories through spontaneous dramatizations. The author argues that performative responses open up an imaginative world to children, allow children to contribute actively to the construction of meaning, give children agency in creating their own curriculum, and allow for a collaborative environment that builds on the strengths of the students in the group.
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