Comprehension Strategies for Reading Historical Fiction Picturebooks

Youngs, Suzette; Serafini, Frank

doi:10.1002/trtr.01014

Cited by 26 publications

(15 citation statements)

References 12 publications

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“…The first category, noticing to naming to interpreting, suggests the teacher used students' noticings of the visual, textual, and design features of picturebooks as a support for naming the various elements, for example saying the illustration contained a "screaming tree," before offering possible meanings or interpretations for what was noticed (Youngs, 2010;Youngs & Serafini, 2011). The second category, specific to general, refers to the pedagogical moves the teacher initiated that required students to generalize from their initial noticings to more general comments and ideas about the work of Anthony Browne and picturebooks in general.…”

Section: Pedagogical Movesmentioning

confidence: 99%

Developing Students' Interpretive Repertoires

Serafini

2015

L & L

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Literacy educators need to develop children's repertoire of reading strategies beyond the decoding of written language to address the visual images and graphic design features found in contemporary picturebooks if they are to become successful readers. The qualitative case study reported here was designed to investigate the instructional approaches used to support the development of intermediate grade students' interpretive strategies for comprehending the visual and design features of multimodal texts. By focusing on the classroom teacher's instructional moves and students' responses, this study asserts there were several paths to interpretation that supported students' comprehension of these texts.Multimodal texts or ensembles, in particular contemporary and postmodern picturebooks, present challenges to readers as they work across the multiple meaning systems inherent in these texts to construct meaning (Jewitt, 2006;Serafini, 2014). As Siegel (2006) notes, "language arts education can no longer ignore the way that our social, cultural, and economic worlds now require facility with texts and practices involving the full range of representational modes" (p. 65). Research on how to support students' development of a range of interpretive strategies to approach and interpret the visual images and graphic design elements in multimodal ensembles is essential as the texts students encounter grow more complex.This paper focuses on a research study designed to investigate how a particular classroom teacher supported the development of students' interpretive strategies for responding to the multimodal aspects of selected contemporary and postmodern picturebooks (Sipe & Pantaleo, 2008), in particular the work of award winning children's author-illustrator Anthony Browne. Postmodern picturebooks often contain non-linear plots, polyphonic narrators, intertextual references, a blending of genres, and indeterminacies (McCallum, 1996). Goldstone (2004) suggests postmodern picturebooks be viewed as a new genre, one that contains a sense of irony, contradictions in the relationship between text and image, and the uncovering of the artistic process of book making. These features of postmodern picturebooks requires the reader to approach these texts in new ways, paying close attention to the ways that authors and illustrators play with the traditional picturebook elements, format, and design.

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Section: Pedagogical Movesmentioning

confidence: 99%

Developing Students' Interpretive Repertoires

Serafini

2015

L & L

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“…Instead of providing background information before reading, teachers can guide students to preview the peritextual features of the texts—such as the cover, title page, end pages, dedication, and author's note—to help set expectations for reading (Youngs & Serafini, ). Belinda (second author) read Lizi Boyd's Inside Outside () with two ELs just starting first grade.…”

Section: Instructional Strategy: Viewing Speaking and Writingmentioning

confidence: 99%

Enhancing English Learners' Language Development Using Wordless Picture Books

Louie¹,

Sierschynski²

2015

Read Teach

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This article presents an approach to use wordless picture books to enhance the language development of English language learners. This approach is grounded in best practices to teach ELLs. The process starts with viewing and analyzing the visual images, engaging ELLs in discussion, and ending with students' self‐authored texts. The wordless picture books contain all the literary elements and text structures that books with text have. Wordless picture books, without the language demands, invite ELLs to share the reading experience and to construct meaning from the viewing experience. Since wordless picture books vary in its complexity, booklist indicating level of complexity with annotations is provided for K‐5 students. Classroom discussion and writing samples are also included to demonstrate the four stages of this instructional approach.

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“…Using storyboards to simultaneously display images from a novel allows readers to focus on the images and design features necessary to construct meanings (Youngs & Serafini, ). In Nothing but the Truth , readers could assume one of the characters and read the story as a screenplay.…”

Section: Changing Forms and Formatsmentioning

confidence: 99%

The Changing Face of The Novel

Serafini¹,

Blasingame²

2012

The Reading Teacher

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This article uses Dresang's dimensions of radical change to call attention to the evolving structures and features of novels for young readers being published today. The controversial topics and elaborate design features contained in contemporary novels, for example, the expansion of dystopic fiction, the disruption of traditional narrative structures, and the utilization of meta‐fictive devices, present challenges for young readers. Due to these challenges, teachers need to become more sophisticated readers of contemporary novels if they are to expand their pedagogical approaches and classroom resources.

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Comprehension Strategies for Reading Historical Fiction Picturebooks

Cited by 26 publications

References 12 publications

Developing Students' Interpretive Repertoires

Developing Students' Interpretive Repertoires

Enhancing English Learners' Language Development Using Wordless Picture Books

The Changing Face of The Novel

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