Picture Books - Bibliography of Articles - use these articles to read and annotate.
1. The purpose of this article is to express the importance of reading aloud to children. The research indicates that "reading aloud motivates young children to want to learn to read, and nurtures language development, concepts of print, comprehension, understanding of story structure, literary developement and real world knowledge." It goes on to say that picture books are probably one of the best read-aloud resources for teachers of all ages. It says for teachers to be sure to pick an appropriate book, have the children sitting closely, and model engagement and responsiveness during the read-aloud by sharing their thoughts, observations, or predictions. After the read-aloud, the children should be encouraged to ask questions and talk about the book. (K. Michele Boston)
2. This is a very thought provoking article about multicultural picture books and their authenticity (or lack of). The comments that you can read after reading the article are interesting too, since two of them are from writers that are multicultural and have trouble getting publishers to publish their authentic work which really tells the true story of the life of people in another culture.
3. This article deals with the concept of interactive vs. passive read-aloud time in the classroom. The author defines this interactive read-aloud as "expressive, performative engagement." During this time of interactive read-aloud, the students will become active participants in the story. The author identifies the five conceptual categories that indicate expressive engagement as 1. Dramatizing 2. Talking back 3. Critiquing/controlling 4. Inserting and 5. Taking over. He describes each of the categories in detail, giving examples of what might go on in the classroom during the read-aloud time. The author indicates that we might be tempted to see the five types of response as disruptive, but he suggests that instead we should see this as sophisticated expressive acts of literary pleasure. He then goes on to provide ideas for encouraging expressive engagement in the classroom. This article certainly provides a different approach to read-alouds that many teachers may have not considered. (Dara Fish)
The 5 categories discussed in this article were very interesting. I've seen many of them in action in the classroom and yet didn't connect that they were helping students better comprehend the stories we were dicussing. (Amy Spilker)
This article discusses students' response to stories using five types of expressive engagement. 1. Dramatization--Students may participate through imitation and physical interpretation. 2. Talking back--Students get involved by speaking directly to the characters as the story unfolds. 3. Critiquing/controlling--Students may create their own ideas about the plot, characters, or settings. 4. Inserting--Children are expressive by putting themselves into the story. They become one of the characters and may verbalize or act out a part of the story. 5. Taking over--In this type of expression the child takes over. He/she may interpret the story in their own creative way. Although we may sometimes view some of these types of expression as disruptions, the article points out that when children are allowed to be a part of the story in the many ways described they may develop a passion for reading. (Jeanne Sasser)
4. http://www.readingonline.org/articles/art_index.asp?HREF=kimbell-lopez/index.html - Just Think of the Possibilities: Formats for Reading Instruction in the Elementary Classroom
This is a powerful article with many links and resources. Six formats for teaching reading and providing ways to meet the literature needs of students are described. Implementation strategies, materials to use during lessons, and resources are listed. The six formats are Shared Reading, Read Aloud, Guided Reading, Reader’s Theatre, Sustained Silent Reading, and Literature Circles. The importance of flexible grouping is stressed. Also the author emphasizes that these six formats are not the only formats for teaching reading. A combination of strategies is optimal. Providing the time and opportunity in the classroom each day for practice can make a big difference in the learning of students. This article is lengthy but worth reading. (Roberta T.)
5. http://www.readingonline.org/articles/art_index.asp?HREF=ash/index.html - Teaching Readers Who Struggle: A Pragmatic Middle School Framework
Middle school teachers encounter students who have reached middle school still needing much support in their reading. This teacher comes to terms with the realities of the roles of middles school teachers. Language arts teaches are teaches of literature not necessarily reading. Then who is teaching reading skills? This article takes a pragmatic look at how to meet the needs of students while dealing with realistic constraints. Five practices were determined to be the most helpful: daily oral or shared reading, teacher-and peer-led guided reading in flexible groups, word study in guided reading groups, self-selected extended reading and writing, and comprehension strategy instruction. I fell that I am meeting the needs of my students in fifth grade by incorporating these practices into my reading program. Although some of them are not daily practices I have tried my best to pace my instruction to allow multiple opportunities during the week. (Scott Mazur)
6. http://www.readingonline.org/articles/art_index.asp?HREF=handbook/gambrell/index.html - Early Childhood and Elementary Literature-Based Instruction: Current Perspectives and Special Issues
This article discusses how literature is an important vehicle for language arts instruction. The research shows that high-quality narrative and informational literature provides the basis for a consistent read-aloud program in which children are read to daily. And that there should be opportunities are provided for students to listen to and read books of their own choosing. Students should be provided with independent reading time and book sharing, reading, and writing activities.
(Carolyn Conner)
7. http://ecrp.uiuc.edu/v7n1/pantaleo.html - "Reading" Young Children's Visual Texts
8. Sweeney, Alyse (2004). Teaching the Essentials of Reading with Picture Books: 15 Lessons that Use Favorite Picture Books to Teach Phonemic Awareness, Phonics, Fluency, Comprehension, and Vocabulary. New York. This is a review of the book http://www.lib.msu.edu/corby/reviews/posted/sweeneya.htm
In this article, Sweeney describes a variety of lessons for teaching reading found in the book. The 5 building blocks of reading is the framework for the lessons. She notes that picture books encourage the imagination of readers. It gives guidelines for choosing books. Sweeney also notes that the book provides a reference chart to overview the 5 pillars of basic reading skills: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
In summary, the book provides practical tools, and general reading instruction guidelines, a summary of basic skills, all in a user-friendly format.
(Michelle Bender)
9. http://www.readingonline.org/electronic/elec_index.asp?HREF=/electronic/webwatch/picturebooks/index.html - article on the importance of pictures books in reading instruction
This article verifies the importance of teacher read alouds. It also states the importance of using expression and drama to engage the students in the book. I enjoyed this article because I enjoy reading aloud to my students and it let me know that what I do is a great benefit to my students. (Christy Dameron)
This article talks about how important it is to have read alouds. Children become engaged, especially when you read in character, and it motivates them to want to be able to do the same. I also love the way this article says that read alouds should continue even in the older grades. This helps build students vocabulary and shows them that although they are getting older that the teacher is not just giving an assignment, she truly has a love for reading and wants to continue to share that love with her students. Very beneficial! (Christina Blankenship)
10. Children's Books and Technology in the Classroom
http://www.readingonline.org/electronic/elec_index.asp?HREF=/electronic/webwatch/picturebooks/index.html - article on the importance of pictures books in reading instruction http://ecrp.uiuc.edu/v3n2/mendoza.html - Examining Multicultural Picture Books http://www.readingonline.org/electronic/elec_index.asp?HREF=rwt/sipe/index.html - an article on reading aloud and student response
11. Picture Book Read-Alouds http://www.readingonline.org/electronic/elec_index.asp?HREF=webwatch/picturebooks/index.html
The author discusses how such as simple act of reading aloud can have such an impact on student literacy learning. What struck me about this article was the discussion about "visual literacy", the ability to discriminate and interpret images. I agree with the author that our students are increasingly exposed to more visual images though television and the Internet and print media. Since media literacy is an important part of what I teach in the media center, picture books can help me teach students to think about what they are seeing and apply what they learn outside of school. This article also details how to select an appropriate book to read aloud and even how to physically read the book. A great annotated list of resources about pictures book is included as well. I can refer to this article to improve my read-alouds in the media center. (Melissa Ingram)
12. Looking Critically at Picture Books by Carol Hurst Retrieved June 27, 2008 from: http://www.carolhurst.com/subjects/criticalpicture.html
The challenge of picture books for older students is how to encourage the target audience to read and appreciate them. This article suggests several activities such as having students create storyboards or a picture of their favorite part of the book and displaying them in the classroom or library. Another suggestion is having students read a picture with a partner then orally recreate the story. Also, students can research a favorite author and create a display or multimedia presentation of their work. My daughter's 8th grade language arts teacher had the class bring in their favorite picture book from their childhood to share with the class to remind them of the joy of reading for fun. Most of us have a picture book that brings us back to our early reading days. These types of activities can help students appreciate the fine art and descriptive text found in a great picture book. I think reminding students of the joy of reading encourages them to read more.
Note: This site also has lots of great links and resources. (Melissa Ingram)
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