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Before words : wordless picture books and the development of reading in young children / Judith T. Lysaker ; foreword by Peter Johnston.
Van Pelt Library LB1044.9.P49 L97 2019
Available
- Format:
- Book
- Author/Creator:
- Lysaker, Judith T., author.
- Series:
- Language and literacy series (New York, N.Y.)
- Language and literacy series
- Language:
- English
- Subjects (All):
- Picture books for children--Educational aspects.
- Picture books for children.
- Stories without words--Study and teaching (Preschool).
- Stories without words.
- Reading comprehension--Study and teaching (Preschool).
- Reading comprehension.
- Language arts (Preschool).
- Genre:
- Stories without words.
- Physical Description:
- xi, 147 pages ; 23 cm.
- Place of Publication:
- New York, NY : Teachers College Press, [2019]
- Summary:
- "Whereas most literacy assessments for children who do not yet read involve decoding and phonics skills, reading wordless picture books presents an opportunity to evaluate and encourage young children's comprehension and meaning-making skills and introduce them to narrative"-- Provided by publisher.
- Contents:
- Why Wordless Book Reading? p. 4
- Theoretical Considerations p. 7
- Qualities of Wordless Books p. 9
- The Children, Schools, and Classrooms p. 14
- Wordless Books Read by Children in this Book p. 15
- What to Expect in this Book p. 17
- 2 Comprehending as Orchestration Across Modes p. 19
- Transmediation: Moving from Image to Oral Narration p. 19
- Hallie, Chloe, and Maya p. 20
- What Orchestration Contributes to Comprehending p. 32
- 3 Comprehending as Embodied p. 34
- Sense-Making as Embodied p. 34
- Body Reading: Modes of Enactment p. 35
- Emma, Molina, and Trevor p. 38
- What Body Reading Contributes to Comprehending p. 48
- 4 Comprehending as Imaginative Relationship with Text: Response, Recognition, and Recontextualization p. 51
- Emotion and Imagination p. 51
- Amber and Camella p. 55
- What Response, Recognition, and Recontextualization Contribute to Comprehending p. 65
- 5 Comprehending as Relationship with Text: Social Imagination, Narrative Imagination, and Intersubjectivity p. 67
- Social Imagination, Narrative Imagination, and Intersubjective Enactment p. 67
- Lenya and James p. 68
- What Social Imagination, Narrative Imagination, and Intersubjective Enactment Contribute to Comprehending p. 79
- 6 Comprehending as Fluency: Prosody and Dialogic Agility p. 81
- Fluency as Prosody and Movement p. 81
- Lenya and Hunter p. 82
- What Fluency as Prosody and Dialogic Agility Contribute to Comprehending p. 89
- 7 Wordless Book Reading as Assessment p. 91
- Why Assess Emergent Comprehending with Wordless Book Reading? p. 92
- Using Wordless Book Reading as Assessment p. 93
- Using First Glance and Digging Deeper Noticing Maps p. 97
- Using Noticing Maps Across Time and Texts p. 103
- Applications for Various Readers and Levels of Development p. 109
- Managing Wordless Book Reading as Assessment p. 111
- 8 Conclusion: Wordless Book Reading in Classroom Life p. 114
- Wordless Book Reading in Everyday Classroom Life p. 114
- Extending Wordless Book Reading Through Other Literacy Practices p. 119
- Revisiting the Value of Wordless Book Reading p. 125.
- Notes:
- Includes bibliographical references and index.
- Other Format:
- Online version: Lysaker, Judith T., author. Before words
- ISBN:
- 9780807759172
- 0807759171
- 9780807759165
- 0807759163
- OCLC:
- 1056201242
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