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

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State: Public
Version: Final published version
Serval ID
serval:BIB_C0F98DFE2247
Type
Article: article from journal or magazin.
Collection
Publications
Institution
Title
Interactive readings of children's literature in day care: Microgenetic analysis of the semiopictorial construction.
Journal
L1 - Educational Studies in Language and Literature
Author(s)
Zeiter-Grau A.-C., Gamba C.
ISSN
1573-1731
ISSN-L
1567-6617
Publication state
Published
Issued date
2009
Peer-reviewed
Oui
Volume
9
Number
1
Pages
35-60
Language
english
Abstract
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.
Keywords
Emergent literacy, Narrative comprehension, Semiopictorial knowledge, Dialogic reading, Didactic Microgenesis, Interaction
Create date
08/08/2011 15:56
Last modification date
20/08/2019 15:35
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