Storytime Young Children's Literary Understanding in the Classroom

ISBN-10: 0807748285

ISBN-13: 9780807748282

Edition: 2008

List price: $35.95
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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: 0.946
Language: English

Literary Understanding: A Neglected Part of the Literacy Landscape
The Marginalization of Reading Aloud to Young Children
Why Another Theory?
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
Manager and Encourager
Fellow Wonderer/Speculator
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
About the Author
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