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ERIC Number: ED553870
Record Type: Non-Journal
Publication Date: 2013
Pages: 173
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-1485-4
ISSN: N/A
Examining Children's Comprehension of Conventional, Wordless, and Postmodern Picturebooks
Willson, Angeli Marie
ProQuest LLC, Ph.D. Dissertation, University of Texas at San Antonio
This qualitative study examines children's comprehension of conventional, wordless, and postmodern picturebooks. The research question was: How do children construct meaning of conventional, wordless, and postmodern picturebooks? More specific questions were: 1) What are the reading strategies that children use as they make sense of conventional, wordless, and postmodern picturebooks? and 2) How does the type of picturebook appear to influence the children's reading strategies while reading conventional, wordless, and postmodern picturebooks? Data were collected during individual think-alouds, collaborative book talk, and participant interviews at the end of the study. Data were audio- and video- recorded, transcribed, and analyzed following the Constant Comparative Method (Corbin & Strauss, 2008). Findings indicate that children engage in various reading strategies while transacting with texts. This study showed that they analyzed the texts and engaged in making inferences about character traits, feelings, and thoughts majority of the time. These inferences were mostly based on the words and illustrations of the picturebooks. The participants of this study also engaged in other reading strategies categorized as expressive, connective, metacognitive, and social. This study also indicates the potential for integrating wordless and postmodern picturebooks in the classroom. Wordless picturebooks can be used in aiding students to generate inferences, especially about character feelings and thoughts, and hypotheses about the theme of the stories. Postmodern picturebooks offer a myriad of possibilities in the areas of metacognition and author/illustrator craft analysis. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A