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ERIC Number: ED400837
Record Type: RIE
Publication Date: 1996
Pages: 5
Abstractor: N/A
Never Mind the Book, I've Seen the Video.
Perkins, Margaret
Children ages 5-6 were questioned in an informal setting about their favorite stories, and all responded with titles of videos, rather than books. When asked specifically about stories in books, children's responses were more hesitant, and were often books of television programs or films. Another informal study was conducted, in which a teacher read a story aloud to children ages 9-10. Each student had a copy of the book, which contained surreal, complex illustrations. Children did not see the print and pictures as a whole text and initially disregarded the pictures. Teachers may place so much emphasis in the teaching of reading on decoding the written word that the emphasis is shifted from other ways of conveying meaning. Phonic knowledge, graphic knowledge, word recognition, grammatical knowledge, and contextual understanding are all important in helping children to become independent readers, but children can also be taught to consider the quality and depth of what they read, have read to them, or see on a video. Children should be encouraged to reflect on their literary experiences, to infer, predict, and trace connections within and between other stories, whether they be Disney videos or the highest quality children's literature. (SWC)
Publication Type: Opinion Papers; Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: In: Sustaining the Vision. Selected Papers from the Annual Conference of the International Association of School Librarianship (24th, Worcester, England, July 17-21, 1995); see IR 056 149.