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ERIC Number: EJ1040984
Record Type: Journal
Publication Date: 2014-Oct
Pages: 23
Abstractor: As Provided
Reference Count: 92
ISSN: ISSN-0157-244X
Multimodal Semiosis in Science Read-Alouds: Extending beyond Text Delivery
Oliveira, Alandeom W.; Rivera, Seema; Glass, Rory; Mastroianni, Michael; Wizner, Francine; Amodeo, Vincent
Research in Science Education, v44 n5 p651-673 Oct 2014
This study examines elementary teachers reading children's science books aloud to students in the US. Our findings show that science read-aloud semiosis (meaning-making) extends beyond text delivery. In addition to making a written text orally available to students, teachers also deploy different types of gestures (pointing and iconic gesticulation) and pictorial representations (narrative and conceptual) as they scaffold students' understandings. Further, teachers are shown to engage in two distinct forms of meaning-making: "multimodal description" and "multimodal explanation." A conceptual framework is proposed that elementary science educators can use to systematically incorporate multimodality into aloud reading practices.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A