The book matters! Choosing Complex Narrative Texts to Support Literary Discussion

The book matters! Choosing Complex Narrative Texts to Support Literary Discussion


Αποσπάσματα από άρθρο που δημοσιεύθηκε στο περιοδικό Young Children  τον Σεπτέμβριο του 2015 (vol 70, no 4).

"Decades of research document that reading aloud to kindergartners through second-graders promotes development of early literacy skills and establishes a foundation for positive attitudes toward literacy (Van Kleeck, Stahl, & Bauer 2003; Trelease 2013). Specifically, reading aloud builds oral language and vocabulary (e.g., Hargrave & Sénéchal 2000; Wasik & Bond 2001; Blewitt et al. 2009), listening comprehension—a precursor to reading comprehension (e.g., Brabham & Lynch-Brown 2002; Zucker et al. 2010)—content knowledge (Pappas & Varelas 2004; Hoffman, Collins, & Schickedanz 2015), concepts of print (Piasta et al. 2012), and alphabet knowledge and phonological awareness (Aram 2006; Brabham, Murray, & Bowden 2006). Equally important, reading aloud is one way we enculturate young children into literacy—helping them acquire the language, values, practices, and dispositions of the literate world (Heath 1983)".

"Read-alouds that engage young children with complex texts rely on interactive discussions focused on interpretations of texts that may vary with the backgrounds, perspectives, and experiences of the children listening. In other words, discussing multiple interpretations of texts helps children realize that there are many possible responses to complex literature. Interactive read-aloud discussions focused on interpretations of complex texts promote basic comprehension and have the potential to extend from basic comprehension to analysis of text elements, integration of ideas to make connections, and critical evaluation of the texts themselves and the ideas in them".

"High-quality narrative literature includes rich and mature language—words and phrases that develop complex meaning and imagery for the reader. Such text introduces young readers to words that may be new or somewhat unknown as well as to familiar words used in new ways (e.g., figurative language).The texts are not meant to be used as a short reading list for teachers, but rather as exemplars of the wide body of high quality children’s literature available. Children’s literature that is carefully crafted with the characteristics we discussed can support read-aloud experiences through which teachers apprentice children into complex processing of texts. Frequent opportunities to collaboratively process complex texts in the early grades help children learn how to approach such texts both as emergent readers and, later, as independent ones, thus contributing to their lifelong development as skilled readers".


[Πηγή πληροφόρησης: Ημερομηνία πρόσβασης 10/05/2016]