Picture Book Reading Support Using Personalized Picture Books and its Recommendation

Shared Reading of Children's Interactive Picture Books

We report on a study of children and parents shared reading of interactive printed books. We investigated the differences between books with interactive features and books with expressive typography in order to evaluate which features within a book encouraged interaction between the reading participants and the book. 11 parent and child groups took part in the study that involved three observed...

TRANSLATING CULTURAL SIGNS IN CHILDREN’S PICTURE BOOKS

Every happening in one's life may be regarded by her/him as a leading phenomenon to other happenings. This leading phenomenon which can anticipate the subsequent happenings is called SIGN. Signs are unique for every group of human being and hence culture-specific. This is even true for every individual. Signs permeate in every aspect of universe. Among these fields, children's literature is stu...

The Picture Book

Responding to Postmodern Picture Books

As the publication of picture books that contain meta-fictive or postmodern elements increases, research concerning how intermediate grade readers respond and construct meaning in transaction with these texts is important. This study explores readers' responses and discussions focusing on the picture book Voices in the Park by Anthony Browne. Utilizing discussion transcripts and response journa...

Using Wordless Picture Books during Shared Reading Boost Language Production in Preschoolers

Prior research shows that shared book reading promotes preschoolers ́ language and literacy skills. However, little is known about the potential role of books ́ features –e.g., wordless picture books vs. books with text– in children and teachers ́ spontaneous language production. In this study, we transcribed verbal interactions of thirteen Colombian teachers reading to groups of preschooler stude...