東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Exploring Reader-Text Transactions B...

Zhang, Rong.

Linked to FindBook

Google Book

Amazon

博客來

Exploring Reader-Text Transactions Between Wordless Picture Books and Young Children.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring Reader-Text Transactions Between Wordless Picture Books and Young Children./
Author:	Zhang, Rong.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	130 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-04, Section: A.
Contained By:	Dissertations Abstracts International85-04A.
Subject:	Reading comprehension. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30642232
ISBN:	9798380486446

Exploring Reader-Text Transactions Between Wordless Picture Books and Young Children.
Zhang, Rong.

Exploring Reader-Text Transactions Between Wordless Picture Books and Young Children. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 130 p.

Source: Dissertations Abstracts International, Volume: 85-04, Section: A.

Thesis (Ph.D.)--Purdue University, 2023.

This item must not be sold to any third party vendors.

Wordless picture book reading is one of the common literacy practices for young children that happen at schools and homes. This dissertation of three studies explores the reader-text transactions between young children and wordless picture books in three ways: a content analysis of wordless books potentially featuring characters of color, a multimodal analysis exploring children's multimodal meaning making, and a mixed-method content analysis analyzing children's performing social imagination and narrative imagination and change over time. Through analyzing a set of 39 wordless picturebooks with protagonists that can be potentially identified as people of color, the first article analyzed the books' book themes, story events, and illustrations to explore how such books can function what Bishop suggested as windows, mirrors, and sliding glass doors and support young children to learn about themselves and others. The second article explores the potential of preschoolers' multimodal meaning making during reading wordless picturebooks. Multimodal meaning making can be valued as literacy practices that are closely related to reading comprehension, teaching instructions, and assessments. The third article focuses on kindergarteners' use of social imagination and narrative imagination during reading wordless picturebooks that reveal young children's active engagement and meaning making in reading. This series of articles hold implication for teachers and researchers to understand the potential of using wordless picture books for young children's access to diverse topics of readings, literacy practices, and assessment, specifically children's imaginative and multimodal ways of responding to reading of wordless picture books.

ISBN: 9798380486446Subjects--Topical Terms:

519378
Reading comprehension.

Exploring Reader-Text Transactions Between Wordless Picture Books and Young Children.
LDR:02848nmm a2200337 4500 001 2397050
005 20240617111725.5
006 m o d
007 cr#unu||||||||
008 251215s2023 ||||||||||||||||| ||eng d
020 $a 9798380486446
035 $a (MiAaPQ)AAI30642232
035 $a (MiAaPQ)Purdue23620551
035 $a AAI30642232
040 $a MiAaPQ $c MiAaPQ
100 1 $a Zhang, Rong. $3 1297363
245 1 0 $a Exploring Reader-Text Transactions Between Wordless Picture Books and Young Children.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 130 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-04, Section: A.
500 $a Advisor: Wessel-Powell, Christy;Wright, Wayne E.
502 $a Thesis (Ph.D.)--Purdue University, 2023.
506 $a This item must not be sold to any third party vendors.
520 $a Wordless picture book reading is one of the common literacy practices for young children that happen at schools and homes. This dissertation of three studies explores the reader-text transactions between young children and wordless picture books in three ways: a content analysis of wordless books potentially featuring characters of color, a multimodal analysis exploring children's multimodal meaning making, and a mixed-method content analysis analyzing children's performing social imagination and narrative imagination and change over time. Through analyzing a set of 39 wordless picturebooks with protagonists that can be potentially identified as people of color, the first article analyzed the books' book themes, story events, and illustrations to explore how such books can function what Bishop suggested as windows, mirrors, and sliding glass doors and support young children to learn about themselves and others. The second article explores the potential of preschoolers' multimodal meaning making during reading wordless picturebooks. Multimodal meaning making can be valued as literacy practices that are closely related to reading comprehension, teaching instructions, and assessments. The third article focuses on kindergarteners' use of social imagination and narrative imagination during reading wordless picturebooks that reveal young children's active engagement and meaning making in reading. This series of articles hold implication for teachers and researchers to understand the potential of using wordless picture books for young children's access to diverse topics of readings, literacy practices, and assessment, specifically children's imaginative and multimodal ways of responding to reading of wordless picture books.
590 $a School code: 0183.
650 4 $a Reading comprehension. $3 519378
650 4 $a Multiculturalism & pluralism. $3 3558958
650 4 $a Multicultural education. $3 526718
650 4 $a Reading instruction. $3 2122756
690 $a 0455
690 $a 0535
710 2 $a Purdue University. $3 1017663
773 0 $t Dissertations Abstracts International $g 85-04A.
790 $a 0183
791 $a Ph.D.
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30642232