114 research outputs found

    Curriculum Dilemma: The Early Reader Mom, I never READ in school

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    My child read before he started kindergarten. Now he only reads at home at night, because they don\u27t do much reading in school, just letters and sounds. It is very discouraging for him and me. These are the words of a frustrated parent. Could it be that teachers are ignoring the literacy knowledge children bring to school

    Meaning-making from wordless (or nearly wordless) picturebooks: what educational research expects and what readers have to say

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    Wordless (or nearly wordless) picturebooks are intriguing in terms of how readers make meaning from them. This article offers a conceptualization of existing studies in the field of education that use wordless picturebooks with young readers. While some of these studies contribute to understanding meaning-making, the pragmatic use of wordless picturebooks often does not take account of their particular nature and of the heightened role of the reader, leading to a mismatch between what the picturebook expects from the implied reader and the researchers’ expectations of what ‘real’ readers must do with these books. By highlighting observations from children’s literature scholarship and reader-response studies, this article aims to encourage a more interdisciplinary understanding of meaning-making. It also seeks to persuade educational researchers and mediators to consider investigative approaches that are not based on verbalization but are more in tune with the invitations that wordless picturebooks extend to young readers

    Marking Stress ExPLICitly in Written English Fosters Rhythm in the Reader’s Inner Voice

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    Spoken English has a stress-alternating rhythm that is not marked in its orthography. In two experiments, the authors evaluated whether stylistic alterations to print that marked stress pulses fostered the rendering of rhythm (experiment 1) and stress (experiment 2) during silent reading. In experiment 1, silent readers rated the helpfulness of the stylistic alterations appearing in the last line of poems. In experiment 2, silent readers rated the helpfulness of the stylistic alterations appearing in heteronyms embedded in prose. As predicted by linguistic theories, when the stylistic alterations mapped onto the rhythmic pulses of the poems, and the lexically stressed syllables of the heteronyms, silent readers rated these alterations as more helpful compared with the incongruous conditions. In experiment 2, readers’ inner voices were more tuned to the prosodic nuances of the first syllable than the second in the bisyllabic heteronyms. This prosodic tuning for the first syllable in a word was likely afforded by the strong tendency for stress to appear word-initially. In addition, the stylistically marked stress was viewed as more helpful in the early half of the sentence, when readers likely recruited more bottom-up processes. In both experiments, prior exposure to poetry was related to a refined prosodic awareness. In experiment 2, exposure to poetry predicted participants’ prosody sensitivity, after controlling for the other predictors of academic achievement. The authors’ ongoing studies are evaluating whether marking stress explicitly in written English might aid struggling readers and late speakers of English
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