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ERIC Number: EJ1141007
Record Type: Journal
Publication Date: 2017
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1938-8071
EISSN: N/A
Meaning Making with Picturebooks: Young Children's Use of Semiotic Resources
Kachorsky, Dani; Moses, Lindsey; Serafini, Frank; Hoelting, Megan
Literacy Research and Instruction, v56 n3 p231-249 2017
As part of a year-long, classroom-based research study examining literacy instruction and development, the research team observed emerging decoders draw from a range of semiotic resources while reading picturebooks. Utilizing a case study approach, the researchers selected eight first graders to act as a representative case, and examined their interactions with multimodal picturebooks. Analysis of students' interactions led to the development of a typology of semiotic resources that students used to make meaning with picturebooks including typographical features, paralinguistic features, design features, illustrations, and background knowledge. Analysis also revealed that students articulated meaning in three distinct ways: explicitly, inferentially, and performatively. Findings suggests that traditional ways of assessing emerging decoders may not fully represent their meaning making practices.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A