NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ792048
Record Type: Journal
Publication Date: 2007
Pages: 11
Abstractor: Author
Reference Count: 39
ISSN: ISSN-0886-0246
"I Talk Them through It": Teacher Mediation of Picturebooks with Sparse Verbal Text during Whole-Class Readalouds
Ghiso, Maria P.; McGuire, Caroline E.
Reading Research and Instruction, v46 n4 p341-361 Sum 2007
Picturebook readalouds have been promoted as a rich resource for strengthening literacy development in young children and discussions of picturebooks have become a common--if threatened--practice in the primary grades. One subset of the diverse body of children's literature teachers can draw from is picturebooks with sparse verbal text. Such picturebooks may place additional demands on both teacher and student during whole class readalouds, who in their responses must attend even more closely to the print that is there as well as to the illustrations and other visual features of the books. The present study explores the particular "affordances" (Gibson, 1950) of such texts and how one teacher maximizes these potentials as she orchestrates three readaloud experiences in an urban kindergarten classroom. (Contains 1 table.)
College Reading Association. Brigham Young University, Department of Teacher Education, 215 McKay Building, P.O. Box 25099, Provo, UT 84602. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A