Storytime
| Titel: | Storytime : young children's literary understanding in the classroom / Lawrence R. Sipe |
|---|---|
| Verfasser: | |
| Veröffentlicht: | New York [u.a.] : Teachers College Press, 2008 |
| Umfang: | XIV, 305 S. : graph. Darst. |
| Format: | Buch |
| Sprache: | Sprache nicht angegeben |
| Schriftenreihe/ mehrbändiges Werk: |
Language and literacy series |
| ISBN: | 9780807748282 |
X
| Lokale Klassifikation: | Sekundärliteratur |
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- 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
- Part I
- Picturebooks and Literary Understanding
- p. 11
- 1
- 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
- 2
- 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
- 3
- 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
- Part II
- Five Aspects of Literary Understanding and Their Interrelationships
- p. 83
- 4
- 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
- Analytical Response 1A
- Making Narrative Meaning
- p. 90
- 5
- Other Types of Analytical Response
- p. 111
- Analytical Response 1B
- The Book as Made Object or Cultural Product
- p. 111
- Analytical Response 1C
- The Language of the Text
- p. 115
- Analytical Response 1D
- Analysis of Illustrations and Other Visual Matter
- p. 117
- Analytical Response 1E
- Relationships Between Fiction and Reality
- p. 126
- 6
- 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
- 7
- 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
- 8
- 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
- 9
- 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
- Part III
- Teachers as Enablers of Children's Meaning-Making and Implications for Pedagogy and Further Research
- p. 197
- 10
- 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
- Scaffolding Provided by Category 1
- Reader
- p. 205
- Scaffolding Provided by Category 2
- Manager and Encourager
- p. 207
- Scaffolding Provided by Category 3
- Clarifier/Prober
- p. 209
- Scaffolding Provided by Category 4
- Fellow Wonderer/Speculator
- p. 213
- Scaffolding Provided by Category 5
- 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
- 11
- 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
- Appendix A
- The Research Studies for This Book
- p. 249
- Appendix B
- A Glossary of Picturebook Terminology
- p. 253
- Appendix C
- Transcription Conventions
- p. 259
- Children's Literature References
- p. 261
- References
- p. 265
- Index
- p. 289
- About the Author
- p. 305