This qualitative study explored how incorporating picture books into a fourth grade reading program can enhance literacy instruction. Ten fourth grade students read, listened to, and shared twenty selected picture books over a twelve-week period in the classroom setting. The data sources included: observations, conferences, group discussions, student work samples, open ended comprehension assessments, a researcher-generated questionnaire, and a reflective journal. Data analysis using the constant comparative method yielded 38 codes and generated four themes. The themes reflected that picture books: promoted the use of comprehension strategies (visualization, activating background knowledge, determining importance, questioning, inferring, making connections and synthesizing); facilitated the instruction of literary elements; fostered student literary essay writing; and enhanced visual literacy, aesthetic awareness, and reading enjoyment. The study supports Rosenblatt’s reader-response theory, whereby multiple interpretations of literature are valued. Implications for the classroom as well as for further research are presented.
|School:||The William Paterson University of New Jersey|
|School Location:||United States -- New Jersey|
|Source:||MAI 54/06M(E), Masters Abstracts International|
|Subjects:||Education, Literacy, Reading instruction|
|Keywords:||Metacognition, Picture book, Reader response theory, Reading strategies, Scaffolding, Visualization|
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