Reconsidering Children's Readings: Insights Into The Reading Process

Exploring Young Children’s Use of Illustrations in a Picturebook

“…While children sometimes looked at images to support word recognition, they used images to a greater extent to construct meaning. This builds on previous research on first grade students that showed a similar deliberate use of images by readers, not just when they had difficulty with the text, but also to prepare for reading a page and to confirm meaning (Arya & Feathers, 2012).…”

“…Additionally, the studies suggest that movement between the verbal and visual features are indicators of integrative processing, the interrelation of verbal and visual information. Verhallen and Bus (2011) and Arya and Feathers (2012) begin to link integrative processing to semiotic connections between the verbal and visual texts and to strategies that support meaning construction. All of these studies looked at either young children who are not yet reading or who are just beginning to read or they looked at older children reading informational material.…”

“…The use of images during reading was also examined by Arya and Feathers (2012), who used oral reading analysis, eye tracking, and oral retellings to examine the strategies used by two second grade students as they orally read a narrative text. Unlike the children studied by Duckett, in this study the readers controlled page turning and could spend as much time on a page as they chose.…”

Running records and first grade english learners: An analysis of language related errors

“…The remaining 38 percent of tolds (12 percent of total LR errors) were likely a result of developing structural patterns in the EL's language, such as the use of question words at the beginning of a sentence ("what" [T3], "where" [T3; T6], and "why" [T9]), the use of the conditional "would" (T3) and the irregular verb tense, "shall" (T8). The large number of tolds is significant because each is a missed opportunity for the EL to problem-solve and self-correct when reading (Arya & Feathers, 2012;Brown, 2013;Clay, 2013;Fried, 2013). Tolds are not coded for semantic and graphophonic acceptability unless the child makes an attempt at the word first; then the teacher codes the child's attempt.…”

Children’s Eye Movements, Miscue Analysis Patterns, and Retellings When Reading a Counterpoint Picture Book

“…As a relatively new methodology, EMMA studies have frequently focused on written texts with adult students (Paulson, 2002) and bilingual readers (Freeman, 2001). Only a few EMMA studies have included picture books (Arya & Feathers, 2012;Duckett, 2003;Feathers & Arya, 2012). In these studies, the written and pictorial texts had relationships that were illustrated (i.e., written text carries all of the meaning; pictorial text does not provide new information), symmetrical (i.e., written and pictorial texts are redundant and tell the same story) or complementary (i.e., written and pictorial texts fill in gaps to leave little to readers' imaginations).…”