Children Reading Pictures

Arizpe, Evelyn; Styles, Morag

doi:10.4324/9780203005156

Cited by 40 publications

(29 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Several researchers have explored students’ responses to and interpretations of picturebooks (e.g. Arizpe and Styles, 2003; Maderazo et al., 2010; Martens et al., 2012/2013; Pantaleo, 2008, 2012, 2014; Sipe, 2008a, 2008b; Youngs, 2012: Walsh, 2003). The findings of these numerous studies have revealed how students, regardless of their cultural or linguistic background, academic ability or age, have articulated insightful interpretations of the artwork in picturebooks.…”

Section: Related Literaturementioning

confidence: 99%

“…In educational contexts, researchers have explored students’ responses to, and understandings and interpretations of, picturebooks, focusing on both the artwork and the synergistic relationship between word and image (e.g. Arizpe and Styles, 2003, 2008; Kiefer, 1995; Maderazo et al., 2010; Martens et al., 2012/2013; Pantaleo, 2008, 2012, 2014; Sipe, 2008a, 2008b; Youngs, 2012).…”

mentioning

confidence: 99%

See 1 more Smart Citation

Primary students’ understanding and appreciation of the artwork in picturebooks

Pantaleo

2015

Journal of Early Childhood Literacy

View full text Add to dashboard Cite

One of the purposes of the classroom-based research featured in this article was to explore how the ongoing development of young children's understanding of elements of visual art and design would affect their comprehension, interpretation and analysis of the artwork in a selection of picturebooks. Social semiotics, multimodality, sociocultural theory and transactional theory framed the study, as well as the analysis and discussion of the data featured in this article. Further, the reading of and writing about the picturebooks were situated in the four roles/practices required for reading multimodal and visual texts. During a nine-week period, 22 seven-and eight-year-old students participated in several activities that focused on learning about specific elements of visual art and design. The students read, talked about and responded in writing to a selection of picturebooks. This article features an analysis of the students' responses to two picturebooks and discusses what the students' text-based writing reveals about their understanding and appreciation of the artwork in these multimodal texts. The article concludes with a discussion of the importance of teaching elements of visual art and design in order to develop students' visual literacy skills and repertoires of capability with respect to reading multimodal texts.

show abstract

Section: Related Literaturementioning

confidence: 99%

mentioning

confidence: 99%

Primary students’ understanding and appreciation of the artwork in picturebooks

Pantaleo

2015

Journal of Early Childhood Literacy

View full text Add to dashboard Cite

show abstract

“…Preparing students to read from a book as well as digital devices is necessary. Many researchers have discussed the value of visual literacy in using modern digital technology (Arizpe and Styles, 2016; Hin and Subramaniam, 2009; Kress et al, 2005; Serafini, 2014). The current study comprises an initial effort to develop instructional reading strategies that can help students draw on non-verbal visual representations to enhance their comprehension.…”

Section: Discussionmentioning

confidence: 99%

Seeing What They See: Elementary EFL Students Reading Science Texts

Hung

Kuo²,

Liao

2019

RELC Journal

View full text Add to dashboard Cite

Science texts use various text features and multiple representations to communicate meaning to their readers. English science texts are challenging for elementary-level English as a foreign language (EFL) learners in Taiwan because they are familiar with reading language-controlled texts from textbooks. Teaching students to make use of various text features and visual representations will help them achieve a more successful science text reading experience. In this study, 27 Grade 6 Taiwanese students were instructed in science text reading strategies that included understanding text features, creating imagery, and using visual representations. Before and after the instruction, they took an English reading and writing test. Their eye movements during science text reading were recorded before and after the instruction to more fully understand their visual attention while reading English science texts. Eye movement performances such as number of fixations, mean fixation duration, and saccade size were examined. The findings showed that although the participants’ English reading and writing performance improved in the post-test, they focussed more on the written language than the visuals in both tests. More visual representation reading strategies should therefore be taught to help young EFL students read and learn from science texts.

show abstract

“…Finally, making the A-book a multimodal platform would make it not only more attractive for children and thus more likely to engage them in reading, but would also provide a much richer context, situating language within visual and auditory representations. Specifically, the insertion of illustrations accompanying text might allow the reader to construct a richer situation model of the narrative (see Arizpe and Styles, 2002 for a discussion on picturebooks), and the addition of audio-based feedback would guarantee that all students process the intended pointer and might also constitute a significant aid, in particular for less skilled readers (see Montali and Lewandowski, 1996 ).…”

Section: Discussionmentioning

confidence: 99%

A-Book: A Feedback-Based Adaptive System to Enhance Meta-Cognitive Skills during Reading

Guerra

Mellado

2017

Front. Hum. Neurosci.

View full text Add to dashboard Cite

In the digital era, tech devices (hardware and software) are increasingly within hand’s reach. Yet, implementing information and communication technologies for educational contexts that have robust and long-lasting effects on student learning outcomes is still a challenge. We propose that any such system must a) be theoretically motivated and designed to tackle specific cognitive skills (e.g., inference making) supporting a given cognitive task (e.g., reading comprehension) and b) must be able to identify and adapt to the user’s profile. In the present study, we implemented a feedback-based adaptive system called A-book (assisted-reading book) and tested it in a sample of 4th, 5th, and 6th graders. To assess our hypotheses, we contrasted three experimental assisted-reading conditions; one that supported meta-cognitive skills and adapted to the user profile (adaptive condition), one that supported meta-cognitive skills but did not adapt to the user profile (training condition) and a control condition. The results provide initial support for our proposal; participants in the adaptive condition improved their accuracy scores on inference making questions over time, outperforming both the training and control groups. There was no evidence, however, of significant improvements on other tested meta-cognitive skills (i.e., text structure knowledge, comprehension monitoring). We discussed the practical implications of using the A-book for the enhancement of meta-cognitive skills in school contexts, as well as its current limitations and future developments that could improve the system.

show abstract

Children Reading Pictures

Cited by 40 publications

References 0 publications

Primary students’ understanding and appreciation of the artwork in picturebooks

Primary students’ understanding and appreciation of the artwork in picturebooks

Seeing What They See: Elementary EFL Students Reading Science Texts

A-Book: A Feedback-Based Adaptive System to Enhance Meta-Cognitive Skills during Reading

Contact Info

Product

Resources

About