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Foreword | |
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Acknowledgments | |
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Introduction | |
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Literary Understanding: A Neglected Part of the Literacy Landscape | |
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The Marginalization of Reading Aloud to Young Children | |
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Why Another Theory? | |
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Audience | |
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Picturebooks and Literary Understanding | |
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Picturebooks and Children's Responses | |
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Examining Picturebooks | |
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Reading the Signs: Semiotic Perspectives | |
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Perspectives from Visual Aesthetic Theory | |
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The Relationship of Text and Pictures | |
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Research on Children's Responses to Picturebooks | |
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Young Children's Literary Understanding: Either Text or Reader | |
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The Social Constructivist Paradigm and Vygotsky's Sociocultural Approach | |
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Talk in the Classroom | |
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Cognitive Perspectives on Children's Comprehension of Narratives | |
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Literary Perspectives on Using Literature in the Classroom | |
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Young Children's Literary Understanding: Between Text and Reader | |
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The Middle Ground: Iser and Rosenblatt | |
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Britton's Participant and Spectator Stances | |
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Benton's Construct of the Secondary World | |
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Langer's Model of Envisionment | |
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Bogdan's Theory of Reader Stances | |
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Can't We Just Enjoy Literature? The Theorization of Pleasure | |
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Research About Literary Talk in the Classroom | |
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Five Aspects of Literary Understanding and Their Interrelationships | |
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Introducing the Categories of Response and the First Type of Analytical Response | |
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The Categories of Children's Responses | |
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Examples of the Live Conceptual Categories | |
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Making Narrative Meaning | |
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Other Types of Analytical Response | |
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The Book as Made Object or Cultural Product | |
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The Language of the Text | |
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Analysis of Illustrations and Other Visual Matter | |
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Relationships Between Fiction and Reality | |
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Intertextual Responses: How Stories "Lean" on Stories (and Other Texts) | |
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Three Types of Intertextual Connections | |
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The Roles of Intertextual Connections | |
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The Power of Text Sets | |
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Intertextual Resistance to Stories | |
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Personal Response: Drawing the Story to the Self | |
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Life-to-Text Connections | |
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Text-to-Life Connections | |
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Other Personal Connections | |
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Children's Personal Resistance to Stories | |
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Transparent and Performative Responses | |
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Transparent Response: Entering the Storyworld | |
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Performative Response: The Text as a Platform for Children's Creativity | |
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A Grounded Theory of the Literary Understanding of Young Children | |
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Five Facets of Literary Understanding | |
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Blurring the Categories | |
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Three Basic Literary Impulses | |
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Connections to Other Theoretical Models | |
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The Dynamics of Literary Understanding | |
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Teachers as Enablers of Children's Meaning-Making and Implications for Pedagogy and Further Research | |
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Teachers' and Children's Roles in Enabling Literary Understanding | |
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What Is Scaffolding? | |
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Five Conceptual Categories for Adult Talk | |
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Examples of the Categories of Adult Talk | |
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Reader | |
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Manager and Encourager | |
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Clarifier/Prober | |
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Fellow Wonderer/Speculator | |
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Extender/Refiner | |
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Storytelling: Mrs. Martin's Style of Reading and Scaffolding | |
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Types of Teacher Questions | |
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Children's Enabling of Their Peers' Response and Understanding | |
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What's the Point of Literary Understanding? Implications for Practice, Research, and Beyond | |
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Pedagogical Implications of the Studies | |
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Further Research | |
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Beyond Literacy: What Good Is Literary Understanding, Anyway? | |
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The Research Studies for This Book | |
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A Glossary of Picturebook Terminology | |
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Transcription Conventions | |
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Children's Literature References | |
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References | |
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Index | |
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About the Author | |