Storytime: young children's literary understanding in the classroom

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Teachers College Press, 2008 - Education - 305 pages
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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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Contents

Introduction
1
PICTUREBOOKS
11
FIVE ASPECTS OF LITERARY UNDERSTANDING
83
Copyright

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