Storytime

Paperback

Sipe, Lawrence R. 저자(글)

Teachers College Press · 2007년 11월 23일

책 소개

Presents a comprehensive, theoretically grounded model of children's understanding of picture storybooks. This volume includes examples of children's responses and how teachers scaffold the children's interpretation of stories. It is suitable for contemporary young children with various ethnic, racial, and socioeconomic backgrounds.

작가정보

저자(글) Sipe, Lawrence R.

목차

• 
  Foreword ix
  P. David Pearson
  Acknowledgments xiii
  Introduction 1(2)
  Literary Understanding: A Neglected Part of the Literacy Landscape 3(2)
  The Marginalization of Reading Aloud to Young Children 5(3)
  Why Another Theory? 8(1)
  Audience 9(2)
  PART I: PICTUREBOOKS AND LITERARY UNDERSTANDING 11(72)
  Picturebooks and `Children's Responses 13(23)
  Examining Picturebooks 14(2)
  Reading the Signs: Semiotic Perspectives 16(2)
  Perspectives from Visual Aesthetic Theory 18(3)
  The Relationship of Text and Pictures 21(7)
  Research on `Children's Responses to Picturebooks 28(8)
  Young `Children's Literary Understanding: Either Text or Reader 36(19)
  The Social Constructivist Paradigm and `Vygotsky's Sociocultural Approach 36(2)
  Talk in the Classroom 38(2)
  Cognitive Perspectives on `Children's Comprehension of Narratives 40(3)
  Literary Perspectives on Using Literature in the Classroom 43(12)
  Young `Children's Literary Understanding: Between Text and Reader 55(28)
  The Middle Ground: Iser and Rosenblatt 55(4)
  `Britton's Participant and Spectator Stances 59(2)
  `Benton's Construct of the Secondary World 61(4)
  `Langer's Model of Envisionment 65(1)
  `Bogdan's Theory of Reader Stances 66(3)
  `Can't We Just Enjoy Literature? The Theorization of Pleasure 69(1)
  Research About Literary Talk in the Classroom 70(13)
  PART II: FIVE ASPECTS OF LITERARY UNDERSTANDING AND THEIR INTERRELATIONSHIPS 83(114)
  Introducing the Categories of Response and the First Type of Analytical Response 85(26)
  The Categories of `Children's Responses 85(2)
  Examples of the Five Conceptual Categories 87(3)
  Analytical Response 1A: Making Narrative Meaning 90(21)
  Other Types of Analytical Response 111(20)
  Analytical Response 1B: The Book as Made Object or Cultural Product 111(4)
  Analytical Response 1C: The Language of the Text 115(2)
  Analytical Response 1D: Analysis of Illustrations and Other Visual Matter 117(9)
  Analytical Response 1E: Relationships Between Fiction and Reality 126(5)
  Intertextual Responses: How Stories ``Lean'' on Stories (and Other Texts) 131(21)
  Three Types of Intertextual Connections 131(5)
  The Roles of Intertextual Connections 136(11)
  The Power of Text Sets 147(3)
  Intertextual Resistance to Stories 150(2)
  Personal Response: Drawing the Story to the Self 152(17)
  Life-to-Text Connections 152(8)
  Text-to-Life Connections 160(2)
  Other Personal Connections 162(4)
  `Children's Personal Resistance to Stories 166(3)
  Transparent and Performative Responses 169(12)
  Transparent Response: Entering the Storyworld 169(4)
  Performative Response: The Text as a Platform for `Children's Creativity 173(8)
  A Grounded Theory of the Literary Understanding of Young Children 181(16)
  Five Facets of Literary Understanding 181(5)
  Blurring the Categories 186(3)
  Three Basic Literary Impulses 189(3)
  Connections to Other Theoretical Models 192(1)
  The Dynamics of Literary Understanding 193(4)
  PART III: TEACHERS AS ENABLERS OF `CHILDREN'S MEANING-MAKING AND IMPLICATIONS FOR PEDAGOGY AND FURTHER RESEARCH 197(52)
  `Teachers' and `Children's Roles in Enabling Literary Understanding 199(29)
  What Is Scaffolding? 199(1)
  Five Conceptual Categories for Adult Talk 200(2)
  Examples of the Categories of Adult Talk 202(3)
  Scaffolding Provided by Category 1: Reader 205(2)
  Scaffolding Provided by Category 2: Manager and Encourager 207(2)
  Scaffolding Provided by Category 3: Clarifier/Prober 209(4)
  Scaffolding Provided by Category 4: Fellow Wonderer/Speculator 213(1)
  Scaffolding Provided by Category 5: Extender/Refiner 214(2)
  Storytelling: Mrs. `Martin's Style of Reading and Scaffolding 216(7)
  Types of Teacher Questions 223(2)
  `Children's Enabling of Their `Peers' Response and Understanding 225(3)
  `What's the Point of Literary Understanding? Implications for Practice, Research, and Beyond 228(21)
  Pedagogical Implications of the Studies 228(9)
  Further Research 237(10)
  Beyond Literacy: What Good Is Literary Understanding, Anyway? 247(2)
  Appendix A: The Research Studies for This Book 249(4)
  Appendix B: A Glossary of Picturebook Terminology 253(6)
  Appendix C: Transcription Conventions 259(2)
  `Children's Literature References 261(4)
  References 265(24)
  Index 289(16)
  About the Author 305

기본정보

ISBN	9780807748282 ( 0807748285 )
발행(출시)일자	2007년 11월 23일
쪽수	320쪽
크기	160 * 227 * 21 mm / 440 g
총권수	1권
언어	영어