Interactive readings of children's literature in day care: Microgenetic analysis of the semiopictorial construction.

Détails

Ressource 1Demande d'une copie Sous embargo indéterminé.
Etat: Public
Version: Final published version
ID Serval
serval:BIB_C0F98DFE2247
Type
Article: article d'un périodique ou d'un magazine.
Collection
Publications
Titre
Interactive readings of children's literature in day care: Microgenetic analysis of the semiopictorial construction.
Périodique
L1 - Educational Studies in Language and Literature
Auteur(s)
Zeiter-Grau A.-C., Gamba C.
ISSN
1573-1731
ISSN-L
1567-6617
Statut éditorial
Publié
Date de publication
2009
Peer-reviewed
Oui
Volume
9
Numéro
1
Pages
35-60
Langue
anglais
Résumé
In line with educational issues involved in emergent literacy practices in preschool, in particular
those concerning comprehension processes, this paper focuses on picture-based narrative comprehension
during an interactive reading session of a wordless picture book, involving a group of children aged three
and their teacher. Children are asked to make inferences about the meaning and outcome of the story, a
procedure which gradually elicits their responses on how events link together, thus enhancing their capacity
to use prior and implicit knowledge to build the story meaning. Moreover, this study highlights the
importance of interaction for developing comprehension.
Data collected was analysed following didactic microgenesis, an analytical approach showing that knowledge
built during interaction depends on the joint construction of a zone of common meaning by which
teacher and children try to adjust to each other. In order to help the process of merging different meanings
of the story built online, a text written by researchers, following the narrative structure of the story, was
read by the teacher after the picture-based reading. This led us to examine through interactional analysis
which semiotic cues were used during recall on the following day, as an additional measure of knowledge
construction.
Mots-clé
Emergent literacy, Narrative comprehension, Semiopictorial knowledge, Dialogic reading, Didactic Microgenesis, Interaction
Création de la notice
08/08/2011 16:56
Dernière modification de la notice
20/08/2019 16:35
Données d'usage