Storytime Young Children's Literary Understanding in the Classroom

ISBN-10: 0807748285

ISBN-13: 9780807748282

Edition: 2008

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Description:

The author draws on his own extensive research in urban classrooms to present a grounded theoretical model of young children's understanding of picture storybooks. Advancing a much broader and deeper theory of literary understanding, the author suggests that children respond in five different ways during picture storybook readalounds; that these responses reveal that children are engaged in five different types of literary meaning-making; and that these five types of meaning-making are instantiations of five foundational aspects of literary understanding.
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Book details

List price: $35.95
Copyright year: 2008
Publisher: Teachers College Press, Teachers College, Columbia University
Binding: Paperback
Pages: 320
Size: 6.25" wide x 9.00" long x 1.00" tall
Weight: 1.232
Language: English

After teaching in elementary- and middle-school classrooms for a number of years, Lee Galda received her Ph.D. in English Education from New York University. A former professor at the University of Georgia, she is now a professor at the University of Minnesota where she teaches courses in children's and young adult literature. Lee is a member of the International Reading Association and the United States Board on Books for Young People, working on various committees related to literature. She was children's books department editor for The Reading Teacher from 1989 to 1993; a member of the 2003 Newbery Committee; a member of the International Reading Association Book Award Selection Committee for the past five years, co-chairing that committee in 2010-2011 and 2011-2012; and a member of the USBBY Bridge to Understanding Award Committee in 2008 through 2010, chairing that committee in 2011. She sits on the review boards of several professional journals and on the editorial boards of Children's Literature in Education and Journal of Children's Literature. Author of numerous articles and book chapters about children's literature and response, she was lead author of the first chapter on children's literature appearing in the HANDBOOK OF READING RESEARCH (Volume III). In 2011, Lee received the International Reading Association's Arbuthnot Award for excellence in teaching children's literature. Lee lives in Minneapolis, Minnesota, with her husband.Lawrence R. Sipe was a professor in the University of Pennsylvania's Graduate School of Education for 16 years, where he taught courses in children's and adolescent literature and conducted research on young children's responses to picturebooks. He taught in primary and elementary classrooms for six years, including a two-year stint in an isolated one-room school in the province of Newfoundland, Canada. He also was the coordinator of professional development for K-6 teachers for a school board in Newfoundland for 13 years. His Ph.D. is in Children's Literature and Emergent Literacy from Ohio State University, where he studied with Janet Hickman, who was herself a student of Charlotte Huck. His awards include Outstanding Dissertation of the Year from the International Reading Association, the Outstanding Dissertation Award from the College Reading Association, the Promising Researcher Award from the National Council of Teachers of English, and the Early Career Achievement Award from the National Reading Conference. He also won several awards for teaching, including the Teaching Excellence Award for the province of Newfoundland, the Graduate School of Education Teaching Award, and the Lindback Award for Distinguished Teaching from the University of Pennsylvania. He was the North American editor of the journal Children's Literature in Education. His book, STORYTIME: YOUNG CHILDREN'S LITERARY UNDERSTANDING IN THE CLASSROOM, was published in 2008 by Teachers College Press.

Foreword
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 Literary Understanding
Picturebooks and Children's Responses
Examining Picturebooks
Reading the Signs: 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
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 Live Conceptual Categories
Making Narrative Meaning
Other Types of Analytical Response
The Book as Made Object or Cultural Product
The Language of the Text
Analysis of Illustrations and Other Visual Matter
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
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
Reader
Manager and Encourager
Clarifier/Prober
Fellow Wonderer/Speculator
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?
The Research Studies for This Book
A Glossary of Picturebook Terminology
Transcription Conventions
Children's Literature References
References
Index
About the Author
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