Dialogic Readers
Children talking and thinking together about visual texts
Nonfiction, Reference & Language, Education & Teaching
| Author: | Fiona Maine | ISBN: | 9781317512318 |
| Publisher: | Taylor and Francis | Publication: | March 24, 2015 |
| Imprint: | Routledge | Language: | English |
| Author: | Fiona Maine |
| ISBN: | 9781317512318 |
| Publisher: | Taylor and Francis |
| Publication: | March 24, 2015 |
| Imprint: | Routledge |
| Language: | English |
Dialogic Readers: Children talking and thinking together about visual texts celebrates the sophisticated and dynamic discussions that primary-aged children can have as they talk together to make meaning from a variety of texts, and it highlights the potential for talk between readers as a tool for critical and creative thinking. It proposes a new dialogic theory of reading comprehension that incorporates multi-modal media and adds further weight to the argument that talk as a tool for learning should form a central part of primary classroom learning and teaching.
The book explores:
• the language of co-construction
• children’s critical and creative responses to text
• the dialogic transaction between text and readers
• the use of language as a tool for creating a social cohesion between readers.
This significant work is aimed at educational lecturers, researchers and students who want to explore an expanded notion of reading comprehension in the twenty-first century, realizing how opportunities for children thinking creatively together might transform the potential for learning in the classroom. It provides a framework for analyzing co-constructive talk with suggestions for promoting children’s critical and creative thinking.
Dialogic Readers: Children talking and thinking together about visual texts celebrates the sophisticated and dynamic discussions that primary-aged children can have as they talk together to make meaning from a variety of texts, and it highlights the potential for talk between readers as a tool for critical and creative thinking. It proposes a new dialogic theory of reading comprehension that incorporates multi-modal media and adds further weight to the argument that talk as a tool for learning should form a central part of primary classroom learning and teaching.
The book explores:
• the language of co-construction
• children’s critical and creative responses to text
• the dialogic transaction between text and readers
• the use of language as a tool for creating a social cohesion between readers.
This significant work is aimed at educational lecturers, researchers and students who want to explore an expanded notion of reading comprehension in the twenty-first century, realizing how opportunities for children thinking creatively together might transform the potential for learning in the classroom. It provides a framework for analyzing co-constructive talk with suggestions for promoting children’s critical and creative thinking.
