The formal instruction process of teaching reading to emergent and beginning
readers needs to incorporate a much more multimodal approach. People today, not only
in America but in many other countries as well, are more graphically oriented than any
other generation has ever been. Children in our society expect to experience pictures and
images in almost everything they encounter. This graphic orientation needs to be taken
advantage of and incorporated into the educational process in ways that can be beneficial
to the learning environments of children in our schools. Reading programs need to
forego one-dimensional teaching methods and learn how to expand their methodologies
by taking advantage of various approaches that prove to be advantageous to the
development of children.
This study observed emergent readers as they demonstrated comprehension and
retelling skills both with and without the aid of illustrations that would normally
accompany a story. Observations and informal, descriptive assessment of indirect
vocabulary development in relation to the books used in the study were conducted.
These observations and assessments were directly linked to whether the studentparticipant
was shown or not shown the illustrations of a story that was read to him or
her. The study also described the personal impact that picture book illustrations had on
students as they related to the processes of learning how to read.
The study showed that students who visually experienced the illustrations
accompanying a picture book had greater overall story comprehension and retelling
ability than those who did not see the pictures of the story. It showed, as well, that the
students who saw the pictures as a story was read to them had greater indirect vocabulary
development than did those students who did not see the illustrations as the story was
read aloud to them.
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-03102007-072045 |
| Date | 28 March 2007 |
| Creators | Nicholas, Judy Lavender |
| Contributors | Earl Cheek, Laura Mullen, Margaret-Mary Sulentic-Dowell, Pamela Blanchard, James Wandersee |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-03102007-072045/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached herein a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below and in appropriate University policies, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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