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THE RESPONSE OF PRIMARY CHILDREN TO ...

KIEFER, BARBARA ZULANDT,

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THE RESPONSE OF PRIMARY CHILDREN TO PICTURE BOOKS /

Record Type:	Electronic resources : Monograph/item
Title/Author:	THE RESPONSE OF PRIMARY CHILDREN TO PICTURE BOOKS // BARBARA ZULANDT KIEFER.
Author:	KIEFER, BARBARA ZULANDT,
Description:	1 electronic resource (275 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 43-07, Section: A.
Contained By:	Dissertations Abstracts International43-07A.
Subject:	Language arts. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8300288
ISBN:	9798205757010

THE RESPONSE OF PRIMARY CHILDREN TO PICTURE BOOKS /
KIEFER, BARBARA ZULANDT,

THE RESPONSE OF PRIMARY CHILDREN TO PICTURE BOOKS /BARBARA ZULANDT KIEFER. - 1 electronic resource (275 pages)

Source: Dissertations Abstracts International, Volume: 43-07, Section: A.

The purpose of the study was to provide a descriptive framework for primary children's response to picture books. The investigator assumed the role of participant observer in two combination first/second grade classrooms (18 first graders and 26 second graders) over a total of 22 weeks. The classrooms used an "informal" approach to education. Picture books constituted the medium of reading instruction. Data were collected by means of descriptive notes, anecdotal records and tape-recorded discussions and interviews. As data were analyzed, the following framework for response was established: (1) Children often chose books a teacher or librarian had read or discussed or which a peer had recommended. (2) Many children looked carefully at the illustrations both before and during reading. Others preferred to begin reading immediately. (3) Children's talk about picture books was purposeful and was organized into functional categories adapted from M. A. K. Halliday--Informative, Heuristic, Imaginative, and Personal. (4) Children looked closely at pictures, responding to pictorial content or images which arose from the book. Their awareness of artistic style remained close to the self. (5) Children responded to picture books with nonverbal behaviors and by creating written and artistic products. The teachers' roles in the context of these classrooms were considered key to the development of response. Picture books of varying styles and genre were made available to the children. Teachers gave children time to look at, think about, and talk about books. They read to children often and provided children with a variety of modes for response. They encouraged children to make connections between their own world and the world of picture books, helping children to return often to books in order to deepen response as well as to broaden it. This descriptive framework shows children to be active constructors of affective as well as cognitive meanings as they respond to picture books. It also suggests that previous studies of children's "preference" for illustrations have not been revealing of the wide range of individual response which may occur among children.

English

ISBN: 9798205757010Subjects--Topical Terms:

532624
Language arts.

THE RESPONSE OF PRIMARY CHILDREN TO PICTURE BOOKS /
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100 1 $a KIEFER, BARBARA ZULANDT, $e author. $3 3827820
245 1 4 $a THE RESPONSE OF PRIMARY CHILDREN TO PICTURE BOOKS / $c BARBARA ZULANDT KIEFER.
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500 $a Source: Dissertations Abstracts International, Volume: 43-07, Section: A.
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520 $a The purpose of the study was to provide a descriptive framework for primary children's response to picture books. The investigator assumed the role of participant observer in two combination first/second grade classrooms (18 first graders and 26 second graders) over a total of 22 weeks. The classrooms used an "informal" approach to education. Picture books constituted the medium of reading instruction. Data were collected by means of descriptive notes, anecdotal records and tape-recorded discussions and interviews. As data were analyzed, the following framework for response was established: (1) Children often chose books a teacher or librarian had read or discussed or which a peer had recommended. (2) Many children looked carefully at the illustrations both before and during reading. Others preferred to begin reading immediately. (3) Children's talk about picture books was purposeful and was organized into functional categories adapted from M. A. K. Halliday--Informative, Heuristic, Imaginative, and Personal. (4) Children looked closely at pictures, responding to pictorial content or images which arose from the book. Their awareness of artistic style remained close to the self. (5) Children responded to picture books with nonverbal behaviors and by creating written and artistic products. The teachers' roles in the context of these classrooms were considered key to the development of response. Picture books of varying styles and genre were made available to the children. Teachers gave children time to look at, think about, and talk about books. They read to children often and provided children with a variety of modes for response. They encouraged children to make connections between their own world and the world of picture books, helping children to return often to books in order to deepen response as well as to broaden it. This descriptive framework shows children to be active constructors of affective as well as cognitive meanings as they respond to picture books. It also suggests that previous studies of children's "preference" for illustrations have not been revealing of the wide range of individual response which may occur among children.
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650 4 $a Language arts. $3 532624
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710 2 $a The Ohio State University. $e degree granting institution. $3 3767707
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791 $a Ph.D.
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856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8300288