Pub Date : 2021-07-05DOI: 10.1080/19388071.2021.1921891
O. Korat, Nareman Mahamid, Safieh Hassunah Arafat, Carmit Altman
ABSTRACT Learning words in Modern Standard Arabic (MSA) and story retelling was tested using an e-book with dictionary. One hundred and sixty-three Arabic-speaking kindergartners were randomly divided into 5 groups. The experimental groups read the e-book with a dictionary: (1) with a dynamic illustration and a request to vocalize the word; (2) with a dynamic illustration without a request to vocalize the word; (3) with a static illustration and a request to vocalize the word; (4) with a static illustration without a request for vocalization. The control group read the book without a dictionary. Receptive and expressive meaning of the e-book’s words and story retelling skills were tested pre- and post-intervention. Children who read the e-book with a dictionary with dynamic presentation of target words and repeated vocalization of the words showed improvement in target words meaning and story retelling. Children with a lower initial level progressed more. Educational implications are discussed.
{"title":"What Contributes to Word Learning and Story Retelling of Arabic-speaking Children? Investigation of an E-book Reading Intervention","authors":"O. Korat, Nareman Mahamid, Safieh Hassunah Arafat, Carmit Altman","doi":"10.1080/19388071.2021.1921891","DOIUrl":"https://doi.org/10.1080/19388071.2021.1921891","url":null,"abstract":"ABSTRACT Learning words in Modern Standard Arabic (MSA) and story retelling was tested using an e-book with dictionary. One hundred and sixty-three Arabic-speaking kindergartners were randomly divided into 5 groups. The experimental groups read the e-book with a dictionary: (1) with a dynamic illustration and a request to vocalize the word; (2) with a dynamic illustration without a request to vocalize the word; (3) with a static illustration and a request to vocalize the word; (4) with a static illustration without a request for vocalization. The control group read the book without a dictionary. Receptive and expressive meaning of the e-book’s words and story retelling skills were tested pre- and post-intervention. Children who read the e-book with a dictionary with dynamic presentation of target words and repeated vocalization of the words showed improvement in target words meaning and story retelling. Children with a lower initial level progressed more. Educational implications are discussed.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"61 1","pages":"158 - 176"},"PeriodicalIF":1.2,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2021.1921891","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48277317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-07DOI: 10.1080/19388071.2021.1921890
Meagan A. Hoff, Sonya L. Armstrong
ABSTRACT Insights revealed about strengths in navigational strategies yielded from a larger study on refugee-background college students prompted an examination of the same phenomena from the perspective of a high school refugee on her path to college. Htun, a high school senior and Karen refugee, faced repeated exclusion, resulting in her feeling silenced and/or silencing herself, which in turn excluded her from interactions related to school and school culture and thus valuable resources necessary for academic success. Htun’s stories remind us that college readiness is not merely a collection of skills that can be measured; it is a social and cultural process, both of which stem from access to language and literacy processes.
{"title":"The Language-Literacy Ripple Effect on College-Goingness for a Refugee-Background Student","authors":"Meagan A. Hoff, Sonya L. Armstrong","doi":"10.1080/19388071.2021.1921890","DOIUrl":"https://doi.org/10.1080/19388071.2021.1921890","url":null,"abstract":"ABSTRACT Insights revealed about strengths in navigational strategies yielded from a larger study on refugee-background college students prompted an examination of the same phenomena from the perspective of a high school refugee on her path to college. Htun, a high school senior and Karen refugee, faced repeated exclusion, resulting in her feeling silenced and/or silencing herself, which in turn excluded her from interactions related to school and school culture and thus valuable resources necessary for academic success. Htun’s stories remind us that college readiness is not merely a collection of skills that can be measured; it is a social and cultural process, both of which stem from access to language and literacy processes.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"61 1","pages":"137 - 157"},"PeriodicalIF":1.2,"publicationDate":"2021-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2021.1921890","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45433225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-07DOI: 10.1080/19388071.2021.1921889
Robyn DeIaco, Courtney Samuelson, J. Grifenhagen, Dennis S. Davis, Marcia L. Kosanovich
ABSTRACT This thematic analysis utilizes teacher insights from their experiences in an online professional development (PD) course on early reading instruction to determine course design features educators perceive as being beneficial and questions and concerns educators raised during the course. We analyzed discussion forum contributions and course surveys from 418 educators enrolled in the course. We found that videos, interactive activities, and discussion forums were features of the online platform that fostered critical teacher reflection. Also, as teachers engaged with literacy content, they sought out new ways of understanding concepts of word analysis and invented spelling and reflected on how their course learning might apply to meeting the needs of diverse learners. Implications and design recommendations for future professional development courses in foundational reading are discussed.
{"title":"Using Insights from Teachers to Inform Online Professional Development in Early Literacy Instruction","authors":"Robyn DeIaco, Courtney Samuelson, J. Grifenhagen, Dennis S. Davis, Marcia L. Kosanovich","doi":"10.1080/19388071.2021.1921889","DOIUrl":"https://doi.org/10.1080/19388071.2021.1921889","url":null,"abstract":"ABSTRACT This thematic analysis utilizes teacher insights from their experiences in an online professional development (PD) course on early reading instruction to determine course design features educators perceive as being beneficial and questions and concerns educators raised during the course. We analyzed discussion forum contributions and course surveys from 418 educators enrolled in the course. We found that videos, interactive activities, and discussion forums were features of the online platform that fostered critical teacher reflection. Also, as teachers engaged with literacy content, they sought out new ways of understanding concepts of word analysis and invented spelling and reflected on how their course learning might apply to meeting the needs of diverse learners. Implications and design recommendations for future professional development courses in foundational reading are discussed.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"61 1","pages":"84 - 111"},"PeriodicalIF":1.2,"publicationDate":"2021-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2021.1921889","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46899861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/19388071.2020.1806416
Hitomi Kambara
ABSTRACT This study employed the mixed method explanatory sequential design to investigate Japanese fourth grade students’ reading motivation. A total of 102 students first completed the Motivation for Reading Questionnaire (MRQ) to investigate the differences in reading motivation among different dimensions in three categories (Competence and Self-Efficacy, Goals for Reading, and Social Reasons for Reading). Then, all students were categorized into three groups: high, medium, and low. Four students from each motivation group were selected for semi-structured interviews to specify critical factors impacting their reading motivation. Both quantitative and qualitative results clearly indicate the cultural influence on students’ motivation to read, including collectivist culture and educators’ and parents’ reading beliefs. This research supports the view of sociocultural theories that an individual’s learning and development are closely tied to the social and cultural contexts in which the learner is situated.
{"title":"Exploring Japanese Fourth Graders’ Motivation to Read: A Mixed-Method Study","authors":"Hitomi Kambara","doi":"10.1080/19388071.2020.1806416","DOIUrl":"https://doi.org/10.1080/19388071.2020.1806416","url":null,"abstract":"ABSTRACT This study employed the mixed method explanatory sequential design to investigate Japanese fourth grade students’ reading motivation. A total of 102 students first completed the Motivation for Reading Questionnaire (MRQ) to investigate the differences in reading motivation among different dimensions in three categories (Competence and Self-Efficacy, Goals for Reading, and Social Reasons for Reading). Then, all students were categorized into three groups: high, medium, and low. Four students from each motivation group were selected for semi-structured interviews to specify critical factors impacting their reading motivation. Both quantitative and qualitative results clearly indicate the cultural influence on students’ motivation to read, including collectivist culture and educators’ and parents’ reading beliefs. This research supports the view of sociocultural theories that an individual’s learning and development are closely tied to the social and cultural contexts in which the learner is situated.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"60 1","pages":"180 - 197"},"PeriodicalIF":1.2,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1806416","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42113132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-20DOI: 10.1080/19388071.2020.1867264
E. Rainey, Scott Storm
ABSTRACT In this exploratory case study, the authors employed an “interpretive communities” lens to investigate the ways in which 12 high school English teachers of one district read and reasoned with literary works. Primary data sources were verbal protocol interviews and semistructured interviews. Analysis revealed that the focal teachers represented three distinct interpretive communities: questing, finding, and associating. Further, there were distinct patterns in their pedagogical reasoning about literacy teaching that seemed to be aligned with their dominant interpretive community. Results have implications for literacy research, professional development, and teacher education. Results may be of particular interest to proponents of disciplinary literacy teaching and learning.
{"title":"English Teacher Interpretive Communities: An Exploratory Case Study of Teachers’ Literacy Practices and Pedagogical Reasoning","authors":"E. Rainey, Scott Storm","doi":"10.1080/19388071.2020.1867264","DOIUrl":"https://doi.org/10.1080/19388071.2020.1867264","url":null,"abstract":"ABSTRACT In this exploratory case study, the authors employed an “interpretive communities” lens to investigate the ways in which 12 high school English teachers of one district read and reasoned with literary works. Primary data sources were verbal protocol interviews and semistructured interviews. Analysis revealed that the focal teachers represented three distinct interpretive communities: questing, finding, and associating. Further, there were distinct patterns in their pedagogical reasoning about literacy teaching that seemed to be aligned with their dominant interpretive community. Results have implications for literacy research, professional development, and teacher education. Results may be of particular interest to proponents of disciplinary literacy teaching and learning.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"60 1","pages":"352 - 371"},"PeriodicalIF":1.2,"publicationDate":"2021-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1867264","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46064294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-10DOI: 10.1080/19388071.2021.1889724
Stephanie M. Moody, S. Matthews, Zohreh R. Eslami
ABSTRACT Translanguaging has recently been promoted as a socially just and academically beneficial way to teach English language learners, however, there is an absence of research on the compelling ways bilingual families in the United States flexibly apply their entire linguistic repertoire when reading, particularly within shared readings. The present study involves one Spanish-English bilingual parent named Blanca, who was observed during five shared reading events with her early elementary-aged children, after which her translanguaging was coded for its book talk function. Interview and survey data about Blanca’s linguistic background and ideologies were also collected and coded using the constant comparative approach. Findings showed that Blanca engaged in translanguaging during four out of five book readings for the purpose of responding to her children, asking recall and summarization questions, directing children to pictures, and pointing out new vocabulary. Interview and survey data showed that Blanca highly valued bilingualism and privileged the use of “Spanglish”, or a hybrid Spanish-English mixture. While Blanca cannot represent all bilingual parents, her translanguaging can be used by educators and researchers as an introductory guide for translanguaging within classroom read-alouds and to lessen the disconnect between bilingual families and school.
{"title":"Translanguaging During Shared Read Alouds: A Case Study","authors":"Stephanie M. Moody, S. Matthews, Zohreh R. Eslami","doi":"10.1080/19388071.2021.1889724","DOIUrl":"https://doi.org/10.1080/19388071.2021.1889724","url":null,"abstract":"ABSTRACT Translanguaging has recently been promoted as a socially just and academically beneficial way to teach English language learners, however, there is an absence of research on the compelling ways bilingual families in the United States flexibly apply their entire linguistic repertoire when reading, particularly within shared readings. The present study involves one Spanish-English bilingual parent named Blanca, who was observed during five shared reading events with her early elementary-aged children, after which her translanguaging was coded for its book talk function. Interview and survey data about Blanca’s linguistic background and ideologies were also collected and coded using the constant comparative approach. Findings showed that Blanca engaged in translanguaging during four out of five book readings for the purpose of responding to her children, asking recall and summarization questions, directing children to pictures, and pointing out new vocabulary. Interview and survey data showed that Blanca highly valued bilingualism and privileged the use of “Spanglish”, or a hybrid Spanish-English mixture. While Blanca cannot represent all bilingual parents, her translanguaging can be used by educators and researchers as an introductory guide for translanguaging within classroom read-alouds and to lessen the disconnect between bilingual families and school.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"61 1","pages":"113 - 136"},"PeriodicalIF":1.2,"publicationDate":"2021-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2021.1889724","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42370934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-08DOI: 10.1080/19388071.2021.1887416
Rachelle S. Savitz, Abigail A. Allen, Christy Brown
ABSTRACT Despite the need for Response to Intervention (RTI) in secondary grades, research is scant with most studies exploring state-level policy guidance and RTI implementation surveys in classrooms. Additionally, state and federal policy has generally been vague regarding specific information for RTI implementation in literacy. Our national survey reports data on RTI implementation from 209 secondary grade teachers. Response profiles and statistical significance tests were conducted, determining that many secondary level classrooms are using research-based recommendations for RTI implementation and practice across the country. However, significant regional differences exist in how RTI is being resourced and implemented.
{"title":"Variations in RTI Literacy Implementation in Grades 6-12: A National Study","authors":"Rachelle S. Savitz, Abigail A. Allen, Christy Brown","doi":"10.1080/19388071.2021.1887416","DOIUrl":"https://doi.org/10.1080/19388071.2021.1887416","url":null,"abstract":"ABSTRACT Despite the need for Response to Intervention (RTI) in secondary grades, research is scant with most studies exploring state-level policy guidance and RTI implementation surveys in classrooms. Additionally, state and federal policy has generally been vague regarding specific information for RTI implementation in literacy. Our national survey reports data on RTI implementation from 209 secondary grade teachers. Response profiles and statistical significance tests were conducted, determining that many secondary level classrooms are using research-based recommendations for RTI implementation and practice across the country. However, significant regional differences exist in how RTI is being resourced and implemented.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"61 1","pages":"18 - 40"},"PeriodicalIF":1.2,"publicationDate":"2021-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2021.1887416","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49495510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-16DOI: 10.1080/19388071.2021.1878313
Rhoda Myra Garces-Bacsal, Ruanni Tupas
ABSTRACT This study investigates how teachers construct the Others in their use of diverse picturebooks for diverse children. Data from open-ended learning prompts and focus group discussions with in-service teachers in Singapore reveal their conflicted discourse and practice in relation to using diverse picturebooks in the classroom to promote inclusive education. On the one hand, the teachers navigate their way around an “awareness of Others” but, on the other hand, they also express discomfort toward an expanded definition of “multiculturalism” and “diversity” in a relatively tightly controlled educational context. This paper aims to bring to the surface the multifaceted nature of teachers' newly found openness to broader and more inclusive notions of Others, which is conflicted but also actively compartmentalizes different discourses in order to make inclusive classroom practice possible.
{"title":"Diverse Picturebooks for Diverse Children: The Others in Singapore Teachers’ Discourse and Pedagogy","authors":"Rhoda Myra Garces-Bacsal, Ruanni Tupas","doi":"10.1080/19388071.2021.1878313","DOIUrl":"https://doi.org/10.1080/19388071.2021.1878313","url":null,"abstract":"ABSTRACT This study investigates how teachers construct the Others in their use of diverse picturebooks for diverse children. Data from open-ended learning prompts and focus group discussions with in-service teachers in Singapore reveal their conflicted discourse and practice in relation to using diverse picturebooks in the classroom to promote inclusive education. On the one hand, the teachers navigate their way around an “awareness of Others” but, on the other hand, they also express discomfort toward an expanded definition of “multiculturalism” and “diversity” in a relatively tightly controlled educational context. This paper aims to bring to the surface the multifaceted nature of teachers' newly found openness to broader and more inclusive notions of Others, which is conflicted but also actively compartmentalizes different discourses in order to make inclusive classroom practice possible.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"60 1","pages":"372 - 390"},"PeriodicalIF":1.2,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2021.1878313","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47272993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/19388071.2020.1780653
David D. Paige, Grant S. Smith, W. Rupley, Will Wells
ABSTRACT This cross-sectional study measures decoding and fluent reading skills of a random sample of 250 first- through third-grade students attending a high-SES school. Growth was compared between proficient and struggling readers with results showing the latter group significantly behind their higher attaining peers on all measures. When student attainment was compared to national norms, results revealed that students entering first grade as high-attaining had declined to average or below by the end of third grade, while the struggling reader group consistently lagged behind their proficient peers. These outcomes show that it is possible for high-attaining students to lose the advantage provided by their high-SES background.
{"title":"Reducing High-Attaining Readers to Middling: The Consequences of Inadequate Foundational Skills Instruction in a High-SES District","authors":"David D. Paige, Grant S. Smith, W. Rupley, Will Wells","doi":"10.1080/19388071.2020.1780653","DOIUrl":"https://doi.org/10.1080/19388071.2020.1780653","url":null,"abstract":"ABSTRACT This cross-sectional study measures decoding and fluent reading skills of a random sample of 250 first- through third-grade students attending a high-SES school. Growth was compared between proficient and struggling readers with results showing the latter group significantly behind their higher attaining peers on all measures. When student attainment was compared to national norms, results revealed that students entering first grade as high-attaining had declined to average or below by the end of third grade, while the struggling reader group consistently lagged behind their proficient peers. These outcomes show that it is possible for high-attaining students to lose the advantage provided by their high-SES background.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"60 1","pages":"81 - 106"},"PeriodicalIF":1.2,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1780653","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41665833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-26DOI: 10.1080/19388071.2020.1854906
Sylvia Pantaleo
ABSTRACT During a classroom-based study, Grade 4 students were provided with multiple opportunities to develop their visual meaning-making skills and competences, as well as their aesthetic understanding of and critical thinking about multimodal texts. Intentionally designed instruction during the research included a range of activities focused on specific elements of visual art and design. Student participants read and discussed, and wrote about selections of children’s literature during Language Arts, Social Studies, and Science. The Sea Book was one of the books featured during an interdisciplinary unit on Ocean Literacy, a component of the overall case study research. Content analysis of the students’ responses about the trade book revealed their capacity to engage in five synergistic visual reading skills. As well, data analysis revealed how the students perceived, described, and interpreted the use of color, visual point of view, typography, framing and line in Milner’s artwork as fulfilling multiple, and often concomitant, meaning-making purposes. The findings demonstrated that instruction about how to read and understand visual representations can enhance students’ knowledge and interpretation of content conveyed through multiple modes of representation, and develop students’ capacity and agency for critically reading visual and multimodal texts.
{"title":"Student Meaning-Making of the Artwork in a Science Trade Book: An Interdisciplinary Opportunity for Developing Visual Literacy","authors":"Sylvia Pantaleo","doi":"10.1080/19388071.2020.1854906","DOIUrl":"https://doi.org/10.1080/19388071.2020.1854906","url":null,"abstract":"ABSTRACT During a classroom-based study, Grade 4 students were provided with multiple opportunities to develop their visual meaning-making skills and competences, as well as their aesthetic understanding of and critical thinking about multimodal texts. Intentionally designed instruction during the research included a range of activities focused on specific elements of visual art and design. Student participants read and discussed, and wrote about selections of children’s literature during Language Arts, Social Studies, and Science. The Sea Book was one of the books featured during an interdisciplinary unit on Ocean Literacy, a component of the overall case study research. Content analysis of the students’ responses about the trade book revealed their capacity to engage in five synergistic visual reading skills. As well, data analysis revealed how the students perceived, described, and interpreted the use of color, visual point of view, typography, framing and line in Milner’s artwork as fulfilling multiple, and often concomitant, meaning-making purposes. The findings demonstrated that instruction about how to read and understand visual representations can enhance students’ knowledge and interpretation of content conveyed through multiple modes of representation, and develop students’ capacity and agency for critically reading visual and multimodal texts.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"60 1","pages":"332 - 351"},"PeriodicalIF":1.2,"publicationDate":"2020-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1854906","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43851510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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