There is more to the story...support for children's construction of meaning from contemporary picturebook read-alouds

dc.contributor.advisorMartinez, Miriam G.
dc.contributor.authorPrior, Lori Ann
dc.contributor.committeeMemberCuero, Kimberley K.
dc.contributor.committeeMemberHarmon, Janis
dc.contributor.committeeMemberWright, Wayne E.
dc.date.accessioned2024-02-12T19:51:09Z
dc.date.available2024-02-12T19:51:09Z
dc.date.issued2012
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractPicturebook read-alouds play an important role in primary grades. Despite the plethora of research on them, no empirical evidence was found on the way in which picturebook introductions shape student talk surrounding the read-aloud. Nonetheless, the introduction of a picturebook is a critical juncture that invites children into the story world and has potential for the construction of literary understanding. This qualitative, exploratory, case study in a first grade classroom investigated the effectiveness of picturebook introduction approaches. The research study explored (1) the picture walk approach, and (2) the a focus on peritextual features approach. Over a 10-week period, data including interviews, audio recordings, written transcripts, and field notes were collected in three phases. The two approaches revealed changes in student and teacher talk that suggest three main facets of talk: (1) function, (2) type, and (3) focus of talk. The role of the teacher explored through conversational turns played a significant role in shaping student talk. The change in both teacher and student talk indicated more meaningful and rich construction of literary meaning making. Student talk stayed on topics longer, involved more story talk, showed higher percentages of varieties of function, type, and focus of talk during the second approach of focusing on peritextual features during read-alouds.
dc.description.departmentInterdisciplinary Learning and Teaching
dc.format.extent181 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9781267346612
dc.identifier.urihttps://hdl.handle.net/20.500.12588/5109
dc.languageen
dc.subjectChildren's Literature
dc.subjectPeritextual Features
dc.subjectPicture Walk
dc.subjectPicturebook
dc.subjectProfessional Development
dc.subjectRead-alouds
dc.subject.classificationElementary education
dc.subject.classificationReading instruction
dc.subject.classificationCurriculum development
dc.titleThere is more to the story...support for children's construction of meaning from contemporary picturebook read-alouds
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentInterdisciplinary Learning and Teaching
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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