Storytime

, by Sipe, Lawrence R.; Pearson, P. David

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ISBN: 9780807748282 | 0807748285
Cover: Paperback
Copyright: 11/16/2007

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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.

Foreword	p. ix
Acknowledgments	p. xiii
Introduction	p. 1
Literary Understanding: A Neglected Part of the Literacy Landscape	p. 3
The Marginalization of Reading Aloud to Young Children	p. 5
Why Another Theory?	p. 8
Audience	p. 9
Picturebooks and Literary Understanding	p. 11
Picturebooks and Children's Responses	p. 13
Examining Picturebooks	p. 14
Reading the Signs: Semiotic Perspectives	p. 16
Perspectives from Visual Aesthetic Theory	p. 18
The Relationship of Text and Pictures	p. 21
Research on Children's Responses to Picturebooks	p. 28
Young Children's Literary Understanding: Either Text or Reader	p. 36
The Social Constructivist Paradigm and Vygotsky's Sociocultural Approach	p. 36
Talk in the Classroom	p. 38
Cognitive Perspectives on Children's Comprehension of Narratives	p. 40
Literary Perspectives on Using Literature in the Classroom	p. 43
Young Children's Literary Understanding: Between Text and Reader	p. 55
The Middle Ground: Iser and Rosenblatt	p. 55
Britton's Participant and Spectator Stances	p. 59
Benton's Construct of the Secondary World	p. 61
Langer's Model of Envisionment	p. 65
Bogdan's Theory of Reader Stances	p. 66
Can't We Just Enjoy Literature? The Theorization of Pleasure	p. 69
Research About Literary Talk in the Classroom	p. 70
Five Aspects of Literary Understanding and Their Interrelationships	p. 83
Introducing the Categories of Response and the First Type of Analytical Response	p. 85
The Categories of Children's Responses	p. 85
Examples of the Live Conceptual Categories	p. 87
Making Narrative Meaning	p. 90
Other Types of Analytical Response	p. 111
The Book as Made Object or Cultural Product	p. 111
The Language of the Text	p. 115
Analysis of Illustrations and Other Visual Matter	p. 117
Relationships Between Fiction and Reality	p. 126
Intertextual Responses: How Stories "Lean" on Stories (and Other Texts)	p. 131
Three Types of Intertextual Connections	p. 131
The Roles of Intertextual Connections	p. 136
The Power of Text Sets	p. 147
Intertextual Resistance to Stories	p. 150
Personal Response: Drawing the Story to the Self	p. 152
Life-to-Text Connections	p. 152
Text-to-Life Connections	p. 160
Other Personal Connections	p. 162
Children's Personal Resistance to Stories	p. 166
Transparent and Performative Responses	p. 169
Transparent Response: Entering the Storyworld	p. 169
Performative Response: The Text as a Platform for Children's Creativity	p. 173
A Grounded Theory of the Literary Understanding of Young Children	p. 181
Five Facets of Literary Understanding	p. 181
Blurring the Categories	p. 186
Three Basic Literary Impulses	p. 189
Connections to Other Theoretical Models	p. 192
The Dynamics of Literary Understanding	p. 193
Teachers as Enablers of Children's Meaning-Making and Implications for Pedagogy and Further Research	p. 197
Teachers' and Children's Roles in Enabling Literary Understanding	p. 199
What Is Scaffolding?	p. 199
Five Conceptual Categories for Adult Talk	p. 200
Examples of the Categories of Adult Talk	p. 202
Reader	p. 205
Manager and Encourager	p. 207
Clarifier/Prober	p. 209
Fellow Wonderer/Speculator	p. 213
Extender/Refiner	p. 214
Storytelling: Mrs. Martin's Style of Reading and Scaffolding	p. 216
Types of Teacher Questions	p. 223
Children's Enabling of Their Peers' Response and Understanding	p. 225
What's the Point of Literary Understanding? Implications for Practice, Research, and Beyond	p. 228
Pedagogical Implications of the Studies	p. 228
Further Research	p. 237
Beyond Literacy: What Good Is Literary Understanding, Anyway?	p. 247
The Research Studies for This Book	p. 249
A Glossary of Picturebook Terminology	p. 253
Transcription Conventions	p. 259
Children's Literature References	p. 261
References	p. 265
Index	p. 289
About the Author	p. 305
Table of Contents provided by Ingram. All Rights Reserved.

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Storytime

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