Picture Book Reading Research Articles

What’s Happening to Shared Picture Book Reading in an Era of Phonics First?

AbstractLearning about being a reader is more than teaching phonics. A pilot study of shared picture book reading in early childhood education as a means to support young children in developing a broader understanding of literacy, in addition to phonics and phonological awareness, is discussed. The Early Language and Literacy Classroom Observation (ELLCO) (Pre‐K) tool was administered in six early childhood contexts, revealing a range of strengths and weaknesses in classrooms observed. There was little evidence of picture book reading playing an integral part of the early childhood literacy programs. Shared reading activities were absent in some contexts. In others, books were selected on the basis of length or a phonics focus. In an era of phonics first, this article is a timely reminder that shared reading of quality children’s literature can support development of a range of reading strategies including phonics while developing a joy for reading.

Analyzing Representations of Individuals with Disabilities in Picture Books

AbstractThis article provides a critical literacy approach to reading picture books that represent individuals with disabilities. It details close reading with a critical literacy stance as a scaffolded method for teachers to support students’ increased access to conversations about disability. A sample lesson plan and three prompting guides are provided to support teachers in text selection, planning and facilitation of lessons that analyze disability representation. Consistently engaging in close reading with a critical literacy stance will help students internalize the transferrable process that enables them to challenge and critique the stereotypes of disability they encounter in other texts, media, and everyday interactions.

학습지원을 위한 교사-유아 상호작용 연구: 수학 그림책을 활용한 이야기나누기를 중심으로

본 연구는 상호작용 교수이론(Teaching through Interaction)에 근거하여 학습지원을 위한 교사-유아 상호작용의 빈도와 질을 분석하는 데 목적이 있다. 이를 위해 9명의 교사로부터 만4, 5세 유아를 대상으로 수학 그림책을 활용한 이야기나누기 동영상 27편을 수집하였다. 분석을 위하여 교실관찰척도체계(Classroom Assessment Scoring System)의 틀을 수정ㆍ보완하였고, 혼합연구방법을 사용하였다. 본 연구의 결과는 다음과 같다. 첫째, 개념발달을 위한 상호작용의 경우 교사의 질 높은 상호작용은 적게 나타났다. 교사들은 쉬운 학습목표를 설정하고 유아에게 단순 수세기를 시켰으며, 개념발달을 촉진하는 데 유의미한 실생활과의 연결은 거의 이루어지지 않았다. 둘째, 교사의 질 높은 피드백은 거의 나타나지 않았다. 교사들은 유아의 사고과정보다 정답에 관심을 보였으며, 유아의 사고를 확장하기 위해 필요한 정보를 자주 제공하지 않았다. 셋째, 교사들은 유아의 응답을 반복하여 반응하였으나, 확장하거나 고급어휘를 사용하는 등의 언어 모델링은 적게 사용하였다. 이러한 연구결과는 유아교사가 질 높은 학습지원을 위한 상호작용을 하기 위하여 이와 관련된 교사교육 프로그램이 필요함을 시사한다.

Improving English Comprehension in Primary School by Picture-books Story-telling and Reading


 
 
 So many Chinese students graduated from university after having learned English for 12 years, but they can’t use English well, especially in English listening and speaking. However, all these college students passed Band 4 test of CET (College English Test). There are many reasons for this strange phenomenon but the most important one is Chinese teaching system which is badly influenced by testing system. This year (2013), Chinese education department are under discuss whether the English test will be taken out of National Examinations of College Entrance or the total score should cut down from 150 to 100. It has reflected that our country is in a dilemma whether we should take English into NCEE (National College Entrance Examinations) or not. However, the problem is not exams but how to test and how to teach English in schools.
 As a primary school teacher for 16 years, the writer has found out that all teachers have to use a textbook to teach and have to finish the textbook and take exams according to the book. If students do better in exams, teachers’ value will improve. Otherwise, they will not be welcomed by school headmaster. These really hold back our English teaching. All our teachers are thinking about how to help students achieve high score not language function, that, understanding and communication.
 After many years teaching, the writer has found out that English learning goes well with exams. In order to prove this, the writer began an experiment which lasted for 10 weeks during which the writer read picture-books to students at every class for ten minutes. The students really enjoyed the stories. This method really enhances students’ interests and abilities in listening, speaking and understanding. This article focuses on the picture-books reading to improve the comprehension of English reading in primary school.
 Reading picture-books improve students’ comprehension and teachers’ teaching approaches. It will benefit all the students if this teaching method applies to all students who are learning English. As no one in China has done this research before, the writer thinks this article can apply to many primary schools in China.
 
 

Strategies of Effective Questioning by Teachers in Picture-Book Reading in Kindergartens

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Significance of senior volunteer’s picture book reading activity to children in preschool childcare and educational facilities

Significance of senior volunteer’s picture book reading activity to children in preschool childcare and educational facilities

Characteristics of Picture Book Reading Activities at Home for Preschool Deaf Children

Characteristics of Picture Book Reading Activities at Home for Preschool Deaf Children

The Integration of Internet and Picture Book: Using Online Picture Book Reading Project to Promote Primary School Students’ Reading Literacy

This study aims to explore the effect of the combination of English picture books and the Internet on pupils’ English reading literacy. 12 primary school students participated in the online picture book reading project. The results are as follows: first, through pre-test and post-test, students’ reading comprehension ability has been improved; Second, the questionnaire shows the online project can help them increase reading interests, develop good reading habits and reading strategies; Last but not least, children give positive feedback to the project, especially about reading-guide videos and teachers’ comments in pronunciation. In general, the online project can promote pupils’ reading literacy.

Predicting Literacy Development of Orally Trained Deaf and Hard of Hearing Children in Taiwan: A Two-Year Longitudinal Study.

Twenty-eight deaf and hard of hearing Chinese-speaking public school children in Taiwan were tested on literacy achievement tasks at the end of kindergarten (T1), first grade (T2), and second grade (T3) over 2 years. After nonverbal IQ and hearing threshold were controlled for, the results revealed that early oral vocabulary and print awareness tested in kindergarten were related to word recognition in first grade. Moreover, receptive oral vocabulary (T1) was related to reading achievement in first and second grade. Phoneme (onset-rime) blending (T1) was associated with reading achievement in first grade, but not second grade. While onset-rime blending made more unique contributions to picture-book reading comprehension (T2), oral receptive vocabulary contributed uniquely to reading comprehension in T3 more than onset-rime blending. The time (in minutes) per week parents spent in shared book reading with their child was moderately related to reading comprehension at T3.

Effects of creative drama activities based on picturebooks on young children’s self-expression

본 연구는 그림책에 기초한 창의극 교수 모형을 구안하고 그 효과를 살펴보았다. 창의극이 유아의 자기표현력에 긍정적 영향을 미칠 것이라는 가설 아래, 효과적인 창의극을 구성하기 위해 그림책이라는 도구를 사용하는 것을 기초하여 그림책을 활용한 창의극 활동을 구안하였다. 창의극 프로그램의 효과를 검증하기 위해 실험집단인 H유치원의 만 5세 유아 20명에게 10주 동안 30회의 창의극 활동을, 통제집단인 다른 학급 20명의 유아에게는 기존의 그림책 읽기 활동 후의 표상활동을 실시한 후 유아의 자기표현력에 미치는 효과를 검증하였다. 연구결과로 그림책에 기초한 창의극 활동은 유아의 내용적 표현력, 준언어적 표현력, 비언어적 표현력에 유의미한 차이가 있는 것으로 나타났다.The purpose of this study is to design teaching models of picturebook-based creative dramas for five-year-old children and to verified their effect on young children s self-expression ability. The sampling of this study was a total 40 children of less than five-year-old, who were divided into test group and control group each 20. The test group underwent expression activity with teaching models of picturebook-based creative dramas, while the control group had representation activities after reading same picturebooks. The children had three times a week during 10 weeks for picturebook reading with the sequence of reading picturebooks and the size of the group being same for both groups. After reading picturebooks, the test group performed pantomimes in the first session each week, role plays in the second session, impromptu or thematic plays in the third session. While, the control group had representation activities related with picturebooks. The result for research questions were as follows. First, picturebook-based creative drama activity had a positive effect on young children s expression ability for contents. Secondly, picturebook-based creative drama activity had a positive effect on young children s paralinguistic expression ability. As such, teaching models of picturebook-based creative dramas as worked out by this study had effect on young children s increase of their self-expression ability. This study, highlighting the importance of the boost of young children s self-expression ability, would like to be the groundwork for successive research on teaching models of picturebook-based creative dramas for the boost of young children s self-expression ability.

What Impacts Early Language Skills? Effects of Social Disparities and Different Process Characteristics of the Home Learning Environment in the First 2 Years

It is well documented that the language skills of preschool children differ substantially and that these differences are highly predictive of their later academic success and achievements. Especially in the early phases of children’s lives, the importance of different structural and process characteristics of the home learning environment (HLE) has been emphasized and research results have documented that process characteristics such as the quality of parental interaction behavior and the frequency of joint activities vary according to the socio-economic status (SES) of the family. Further, both structural and process characteristics are associated with children’s language development. As most of the studies focus on single indicators or didn’t take the dynamics of parenting behavior across age into account, the present paper aims to investigate the associations of different characteristics of the home learning environment as well as their potentially changing impact on the language skills of 2-year-old children. Using data of 2.272 families of the infant cohort study of the German National Educational Panel Study (NEPS), longitudinally assessed process characteristics (sensitivity in the sense of maternal responsivity to the child’s behavior and signals in mother–child interaction; maternal stimulation behavior which goes beyond the child’s actual level of action and development; frequency of joint picture book reading) and structural characteristics (mother’s education, equivalised household income, parental occupational status) were considered. Language skills (vocabulary and grammar) of the children at the age of two were measured by a standardized and validated parent report instrument (child language checklist). Results showed that (1) all three process characteristics of the home learning environment (HLE) are associated with the family’s SES; (2) across three assessment waves nearly all process characteristics predicted children’s vocabulary and grammar skills with some process-specific changes across waves; (3) despite separate direct effects of nearly all HLE-process characteristics in each wave, the amount of explained variance in a joint model including the HLE facets from each wave is hardly higher than in the separate models; and (4) socioeconomic background predicted both language facets of the children in each model even when controlling for the assessed process characteristics of the home learning environment.

What Happens Before Book Reading Starts? an Analysis of Teacher-Child Behaviours With Print and Digital Books.

A body of research documents teacher–child reading behaviors in educational settings. Few will disagree that the potential for word and narrative comprehension increases when children’s prior knowledge is activated and when children’s focus is fully on the reading session. Despite this, little is known about the potential for establishment of joint attention and activation of prior knowledge in an early childhood education and care setting and how early childhood educators prepare young children to participate in shared book reading sessions before formal reading starts. Based on video data of teachers (N = 12) and small groups of children (N = 72) reading picture books and picture book apps in kindergarten, we sought to shed light on what behaviors occur before reading starts. The analyses were conducted in two phases. The first phase was based on 48 videotaped readings and followed a descriptive quantitative approach to investigate early childhood teachers’ time use before the reading session, with readings of both print books and picture book apps. The second phase was based on two app readings in which the pre-reading phases stood out for their long duration. A qualitative analytical approach was applied to describe the teacher–child behavior, establishment of joint attention, and activation of prior knowledge during the two specific pre-reading events. Even though the sample is small, we find clear examples of pre-reading strategies specific to app readings. In this study, we discuss teachers’ strategies to promote joint attention and activation of prior knowledge in new ways and how teachers exploit the pre-reading phase, for instance taking advantage of the books paratext, while adapting to the medium. Nevertheless, there remains a knowledge gap concerning app readings with short or no pre-reading phases.

BILDERBOKEN: A BRIEF STORY AND CHARACTERISTICS OF SWEDISH PICTURE BOOKS

This article addresses a brief journey throughout the picturebook in Sweden, which starts with a definition of picture books and their characteristics according to different professionals. Some of them have developed their research activity in the Nordic countries, such as Ulla Rhedin or Maria Nikolajeva. Next, an introduction to the research of this material in Sweden has been developed chronologically followed by a brief story of Swedish picture books. Then, after the study of different works published by researchers and associations, and after the reading of numerous Swedish picture books, the peculiarities of Swedish picture books will be explained, followed by examples of books, authors, and illustrators. Furthermore, different associations and institutions that encourage and promote children’s literature in Sweden will be mentioned, accompanied by their functions, which can include the preparation of different activities, the organization of literary awards, or the participation in congresses and conferences.

Young Children’s Reading Responses and Story Comprehension in the Buddy Reading of Wordless Picture Books: Comparing Cooperation and Competition in Reading

Objectives The purpose of this study was to find out whether four-year-old children differ in their reading responses and story comprehension when reading wordless picture books with their peers in different peer interaction conditions. Methods The children (N = 115) were from two daycare centers and four kindergartens located in Seoul, Gyeonggi, and Incheon. Each child's personal characteristics were controlled by random assignment. After the children had read the picture book assigned for cooperative, competitive and reading alone conditions, their story comprehension was measured. Results The number of words spoken was greater in the cooperative and competitive conditions than in the reading alone condition. Exploratory, interpretive, constructive and play behaviors were more frequent in the cooperative condition. However negative behavior was more frequent in the competition condition. Story comprehension was higher when children read picture books in cooperation with their peers. Conclusion The context in which picture books were read was found to affect not only reading responses, but also the story comprehension. Keywords: story comprehension, reading responses, buddy reading, cooperation and competition, wordless picture books

아버지와 어머니의 문해 신념 및 문해 상호작용이 유아의 어휘력에 미치는 영향

This study focused on 120 children age four-five and their parents examining the parents’ literacy beliefs and literacy interaction and how the two variables affect their children’s vocabulary. The subjects were 120 children and 120 parents in Seoul, Gyeonggi Province and Sejong City.BR ‘Parental literacy beliefs’ and ‘literacy interaction of parents’ were measured using questionnaires by Lee and Kim (2011) and Son and Kim (2012). To estimate the vocabulary of the children, this study used the Receptive Expressive Vocabulary Test: REVT (Kim, Hong, Kim, Jang, & Lee, 2009). A researcher visited institutes and conducted the procedure individually. The data was analyzed using the t-test, Pearson’s correlation, and the multiple regression.BR The results of this study are as follow. First, there was a statistically significant difference between each parent’s literacy beliefs. There was also a statistically significant difference between each parent’s literacy interaction. Second, there were significant correlations between each parent’s literacy beliefs and literacy interactions. Interestingly, The higher the fathers’ beliefs in literacy, the more openly they interacted, and the more they read and interacted with pictures. Additionally, the higher the mothers’ beliefs, the more open interaction with picture-book reading interaction and the more directive interaction. Third, we examined the effects of each parent’s literacy beliefs and literacy interactions on children’s vocabulary skills. The father’s ‘parental role’ and the mother’s ‘parental reading influence’ showed significant influence over the vocabulary skills of the children. Also, the children’s vocabulary skills and father’s ‘picture-book reading interaction showed significant influence. In conclusion, the interaction between each parent’s literacy beliefs and father’s literacy interaction influences their children’s vocabulary skills.

The Effects of Picture Book Reading through Parents' Voice Recording on the Reading Interest and Reading Attitude of Young Children in Kindergarten After-School Class

The Effects of Picture Book Reading through Parents' Voice Recording on the Reading Interest and Reading Attitude of Young Children in Kindergarten After-School Class

Lendo Vozes no Parque, de Anthony Browne: um estudo da recepção por crianças de diferentes contextos

“
 Picture books, em inglês, libros-álbum, em espanhol, e livros ilustrados, em português, no Brasil, são obras infantis de surgimento mais recente em que há uma estreita articulação entre texto e ilustrações, com narrativa construída pela conjugação das duas linguagens (VAN DER LNDEN, 2011; NIKOLAJEVA; SCOTT, 2011; SALISBURY; STYLES, 2013). Um dos escritores contemporâneos mais destacados nessa vertente, Anthony Browne escreveu Vozes no parque, livro em que um mesmo episódio é narrado por quatro vozes de participantes de uma cena cotidiana, que envolve relacionamentos entre pessoas, questões de classe social e geração. O presente estudo, tendo como horizonte a questão “como as crianças leem livros ilustrados?”, objetiva analisar e comparar sessões de leitura compartilhada da obra, realizadas com alunos de escolas públicas de Porto Alegre, Brasil, com informações sobre sessões de leitura realizadas em duas escolas públicas de Buenos Aires, Argentina, e relatadas em Thomson (2016). Tal estudo resulta de pesquisa apoiada pelo CNPq, que envolveu sessões de leitura e discussão de obras literárias. Ambos os estudos – brasileiro e argentino – inspiram-se em obras de Chambers (2007; 2008) e outros autores que enfatizam o partilhamento da leitura literária. A análise comparativa permitiu verificar pontos de contato entre as diferentes recepções, como sobre: 1) a percepção da polifonia estrutural da obra; 2) a questão de fundo da desigualdade social, e 3) aspectos inusitados das ilustrações. O estudo permitiu realizar inferências sobre as potencialidades de leitura dos livros ilustrados e aponta para a sua riqueza, em especial, quando conta com uma mediação adequada do adulto. 

Bildeboken "Fy katte!" – en utforskningsarena for emosjonell literacy? Litterære samtaler på førstetrinn

Artikkelen ser nærmere på hvordan høytlesing og felles utforskning av en bildebok på førstetrinn kan bidra til elevenes emosjonelle literacy. Artikkelforfatterne har observert og analysert to høytlesingsøkter med bildeboken Fy Katte! av Viermyr og Granhaug. Boken tematiserer følelser og relasjoner, valg og verdier, og har et komplekst samspill mellom tekst og bilder som inviterer til fortolkning. Vi undersøker elevenes responser og hvordan lærer leder den litterære samtalen. Funnene ses i lys av teori om hvordan bildebøker i særlig grad kan bidra til emosjonell literacy, samt teori om klassesamtalen generelt og den litterære samtalen spesielt. Vi finner at bildeboken kan være en god utforskningsarena for både grunnleggende og sosiale følelser, men at lærers rolle som samtaleleder er avgjørende.

Characteristics of parent and infant page turning as a joint activity during picture book reading.

Characteristics of parent and infant page turning as a joint activity during picture book reading.

Preliminary study on relationship between caregiver’s picture book selection and reading quality

Preliminary study on relationship between caregiver’s picture book selection and reading quality