INTERACTIVE READINGS OF CHILDREN’S LITERATURE IN DAY CARE: Microgenetic analysis of the semiopictorial construction

dc.creator	ANNE-CHRISTEL ZEITER-GRAU
dc.creator	CHRISTINE GAMBA
dc.date	2009-04-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:20:01Z
dc.date.available	2015-08-12T11:20:01Z
dc.identifier	1567-6617
dc.identifier	1573-1731
dc.identifier	https://doaj.org/article/95a23f2c38ce4c5d8b9fc13b0ad11c52
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/27989
dc.description	In line with educational issues involved in emergent literacy practices in preschool, in particularthose concerning comprehension processes, this paper focuses on picture-based narrative comprehensionduring an interactive reading session of a wordless picture book, involving a group of children aged threeand their teacher. Children are asked to make inferences about the meaning and outcome of the story, aprocedure which gradually elicits their responses on how events link together, thus enhancing their capacityto use prior and implicit knowledge to build the story meaning. Moreover, this study highlights theimportance of interaction for developing comprehension.Data collected was analysed following didactic microgenesis, an analytical approach showing that knowledgebuilt during interaction depends on the joint construction of a zone of common meaning by whichteacher and children try to adjust to each other. In order to help the process of merging different meaningsof the story built online, a text written by researchers, following the narrative structure of the story, wasread by the teacher after the picture-based reading. This led us to examine through interactional analysiswhich semiotic cues were used during recall on the following day, as an additional measure of knowledgeconstruction.
dc.language	English
dc.publisher	IAIMTE
dc.relation	http://l1.publication-archive.com/public?fn=enter&repository=1&article=292
dc.relation	https://doaj.org/toc/1567-6617
dc.relation	https://doaj.org/toc/1573-1731
dc.rights	CC BY-NC-ND
dc.source	L1 Educational Studies in Language and Literature, Vol 9, Iss 1, Pp 35-60 (2009)
dc.subject	Emergent literacy
dc.subject	Narrative comprehension
dc.subject	Semiopictorial knowledge
dc.subject	Dialogic reading
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	INTERACTIVE READINGS OF CHILDREN’S LITERATURE IN DAY CARE: Microgenetic analysis of the semiopictorial construction
dc.type	article