A Two-Year Study on Children’s Interpretive Contexts in Responding to Picture Story Books
This paper presents a two-year study on picture book reading process involving a teacher and a group of children in Kinmen County. The aim was to explore how children create their interpretation of the story (the interpretive contexts applied by these children) when responding to questions posed in...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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National Taipei University of Education
2013-06-01
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| Series: | Journal of Educational Practice and Research |
| Subjects: | |
| Online Access: | http://jepr.ntue.edu.tw/contents/list/detial.asp?id=60 |
| _version_ | 1818688942092845056 |
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| author | Fang-Wei Tai Min-Ling Tsai |
| author_facet | Fang-Wei Tai Min-Ling Tsai |
| author_sort | Fang-Wei Tai |
| collection | DOAJ |
| description | This paper presents a two-year study on picture book reading process involving a teacher and a group of children in Kinmen County. The aim was to explore how children create their interpretation of the story (the interpretive contexts applied by these children) when responding to questions posed in the discussion sessions, the teacher’s ways of participation, and other possible contextual influences. In the first year, two kindergarten teachers and 18 children read picture books together three times a week. In the second year, as children moved on to first grade, 12 of them continued to participate in monthly picture book reading sessions offered by the authors. A total of thirty audio-taped reading sessions were transcribed verbatim. The transcripts were devided by topics with every speaking turn coded. After a thorough inductive analysis, the authors constructed seven categories of children’s interpretive contexts and sorted out teacher’s ways of questioning, probing, and responding. The seven contexts in which the interpretation is drawn included life experiences, the story, common knowledge, the illustration, the author’s intention, compound contexts and others. The most frequently applied interpretive context by kindergarteners was life experiences, whereas the most frequently applied interpretive context by first-graders was the story. The interpretive contexts applied by first-graders were more diversified. Based on the long term observation, it is proposed that the reading culture and the teacher’s role contributed significantly to the development of these children’s diversified interpretive contexts. Lastly, the authors provided some practical suggestions on picture book reading activities and the analytic method for future studies. |
| first_indexed | 2024-12-17T12:02:13Z |
| format | Article |
| id | doaj.art-dc69c933c75343928754587ba00460ad |
| institution | Directory Open Access Journal |
| issn | 1993-5633 1993-5633 |
| language | English |
| last_indexed | 2024-12-17T12:02:13Z |
| publishDate | 2013-06-01 |
| publisher | National Taipei University of Education |
| record_format | Article |
| series | Journal of Educational Practice and Research |
| spelling | doaj.art-dc69c933c75343928754587ba00460ad2022-12-21T21:49:48ZengNational Taipei University of EducationJournal of Educational Practice and Research1993-56331993-56332013-06-01261132A Two-Year Study on Children’s Interpretive Contexts in Responding to Picture Story BooksFang-Wei Tai0Min-Ling Tsai1Kindergarten of Elementary School, National HsinChu University of EducationDepartment of Early Childhood and Family Education, National Taipei University of EducationThis paper presents a two-year study on picture book reading process involving a teacher and a group of children in Kinmen County. The aim was to explore how children create their interpretation of the story (the interpretive contexts applied by these children) when responding to questions posed in the discussion sessions, the teacher’s ways of participation, and other possible contextual influences. In the first year, two kindergarten teachers and 18 children read picture books together three times a week. In the second year, as children moved on to first grade, 12 of them continued to participate in monthly picture book reading sessions offered by the authors. A total of thirty audio-taped reading sessions were transcribed verbatim. The transcripts were devided by topics with every speaking turn coded. After a thorough inductive analysis, the authors constructed seven categories of children’s interpretive contexts and sorted out teacher’s ways of questioning, probing, and responding. The seven contexts in which the interpretation is drawn included life experiences, the story, common knowledge, the illustration, the author’s intention, compound contexts and others. The most frequently applied interpretive context by kindergarteners was life experiences, whereas the most frequently applied interpretive context by first-graders was the story. The interpretive contexts applied by first-graders were more diversified. Based on the long term observation, it is proposed that the reading culture and the teacher’s role contributed significantly to the development of these children’s diversified interpretive contexts. Lastly, the authors provided some practical suggestions on picture book reading activities and the analytic method for future studies.http://jepr.ntue.edu.tw/contents/list/detial.asp?id=60childrenpicture story booksreading togetherresponse |
| spellingShingle | Fang-Wei Tai Min-Ling Tsai A Two-Year Study on Children’s Interpretive Contexts in Responding to Picture Story Books Journal of Educational Practice and Research children picture story books reading together response |
| title | A Two-Year Study on Children’s Interpretive Contexts in Responding to Picture Story Books |
| title_full | A Two-Year Study on Children’s Interpretive Contexts in Responding to Picture Story Books |
| title_fullStr | A Two-Year Study on Children’s Interpretive Contexts in Responding to Picture Story Books |
| title_full_unstemmed | A Two-Year Study on Children’s Interpretive Contexts in Responding to Picture Story Books |
| title_short | A Two-Year Study on Children’s Interpretive Contexts in Responding to Picture Story Books |
| title_sort | two year study on children s interpretive contexts in responding to picture story books |
| topic | children picture story books reading together response |
| url | http://jepr.ntue.edu.tw/contents/list/detial.asp?id=60 |
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