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ERIC Number: EJ1068186
Record Type: Journal
Publication Date: 2008
Pages: 15
Abstractor: As Provided
Reference Count: 40
ISSN: EISSN-1559-9035
The Challenge of Moving beyond the Literal in Literature Discussions
Serafini, Frank; Ladd, Sophie M.
Journal of Language and Literacy Education, v4 n2 p6-20 Fall 2008
Drawing on data associated with an investigation of classroom read alouds and discussions of children's literature, this article conceptualizes the reading aloud and discussions of picturebooks as an "interpretive space" for elementary grade students' exploration of visual images and written text. Analyzing the types of responses students generated during discussions of three picturebooks, the study revealed the dominance of literal responses in comparison with interpretive responses in the classrooms studied. Further analysis showed that time spent reading and discussing picturebooks, varying the ways the books were presented, and the types of questions asked by the classroom teacher affected the types of responses offered by the students.
Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A