Storytime: young children's literary understanding in the classroom
The author draws on his own extensive research in urban classrooms to present a grounded theoretical model of young children's understanding of picture storybooks. Advancing a much broader and deeper theory of literary understanding, the author suggests that children respond in five different ways during picture storybook readalounds; that these responses reveal that children are engaged in five different types of literary meaning-making; and that these five types of meaning-making are instantiations of five foundational aspects of literary understanding.
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FIVE ASPECTS OF LITERARY UNDERSTANDING
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Aaliyah adults African American aloud Amanda analysis analytical aspect of literary back cover Bigler-McCarthy's class Bigmama's chapter characters Charles chil child children's literary understanding children's literature children's responses Cinderella classroom cognitive color concept construct critical cultural discussion dren efferent elements endpages example excerpt experience genres gonna Gordon Grace Hoffman hermeneutic idea interpretation interpretive community intertextual connections Javelinas Joey Kenny kindergarten Krissy language literary theory look Martin meaning meaning-making narrative Owl Moon performative responses peritextual perspective Peter Pan Petrosinella picture storybooks picturebooks pigs plot predict questions Rapunzel reader Red Riding Hood relationship role Rosenblatt rough-face girl scaffolding scratchboard secondary world semiotic Sipe stance story storybook readalouds studies style suggests tale talk Teacher reading Terry text and pictures theory tion Trudy types of response variants verbal text visual Wild Things wolf writing Yeah York young children