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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...10 Hits 1 – 20 of 195 1 Supporting teachers in arts integration strategies to foster foundational literacy skills of emergent bilinguals Brouillette, Liane; Greenfader, Christa; Vanamburg, Shelly In: Journal of Pedagogy, Pluralism and Practice, vol 9, iss 1 (2021) BASE Show details 2 Music, Our Human Superpower Lems, Kristin In: Faculty Publications (2021) BASE Show details 3 An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data Jones, Gabrielle In: Dissertations (2021) BASE Show details 4 The Exclusive White World of Preservice Teachers’ Book Selection for the Classroom: Influences and Implications for Practice Adam, Helen; Hays, Anne-Maree; Urquhart, Yvonne In: Australian Journal of Teacher Education (2021) BASE Show details 5 Supervision to Deepen Teacher Candidates’ Understanding of Social Justice: The Role of Responsive Mediation in Professional Development Schools Lynch, Megan E In: Journal of Educational Supervision (2021) BASE Show details 6 Critical Awareness for Literacy Teachers and Educators in Troubling Times Warrican, S. Joel; Smith, Patriann In: Literacy Practice and Research (2021) BASE Show details 7 Understanding Visual Language and Visual Literacy: A Case Study of Young Children’s Meaning Making of Complex Wordless Picturebooks Xu, Yunying In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2021) Abstract: The world is quickly evolving and young children interact with technology more often and may have more interactions with technology than print materials. Incorporating wordless picturebooks into literacy instruction, specifically complex books that include multiple storylines, unconventional structures, figurative visual language, etc., provides a perfect medium for teachers to address the demands of this increasingly multimodal world and also the Common Core State Standards. This dissertation is a qualitative case study (Yin, 2017) that aimed to investigate how young children aged 3 to 6 made meaning of complex wordless picturebooks. This dissertation attempted to answer the following four research questions: (1) How do young children make meaning of complex wordless picturebooks?; (2) What strategies do young children use to make meaning of complex wordless picturebooks?; (3) What reader self-positions do young children take up when they make meaning of complex wordless picturebooks.The case study methodology guided the development of research designs and research procedures. Via online conferencing tools, data were collected from seven young children’s readings of five complex WPBs at different complexity levels. Three participants were from the U.S. and four were from China. Data analysis were informed by reader responses theories and the Social Semiotics Theory of reading. Three themes emerged from the analysis of the study: (1) Visual Reading Process: Unconventional Reading Path and Visual Language Development; (2) The Context: Interpretive Community and Story Rituals and Language; and (3) The Reader: Developing Reader Self-Positions and Emerging Language Development. This study’s findings have similar implications for theory and practices. First, this study calls for researchers and teachers to keep up with the demands of new technological developments to consider how new technology has turned over its traditional literacy pedagogy to our next generations. This study also calls for teachers to use newer pedagogical approaches that target multimodal literacies when considering their visual literacy instructions. Specifically, this study calls for teachers to consider visual languages different from written language and to apply appropriate visual literacy instructions to enhance children’s visual language knowledge such as visual grammar and reading path. This study also implores teachers to consider using more complex reading materials that are likely to reflect and mimic the multimodal challenges on children and to facilitate children’s multiliteracies development in the age of screen. Keyword: Complex; Early Childhood; Education; Kindergarten Teacher Education; Liberal Studies; Meaning Making; Pre-Elementary; Visual Literacy; Visual Reading Process; Wordless Picturebooks; Young Children URL: https://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article=5226&context=thesesdissertations https://digitalscholarship.unlv.edu/thesesdissertations/4222 BASE Hide details 8 Advances in Global Education and Research: Volume 4 James, Waynne B.; Cobanoglu, Cihan; Cavusoglu, Muhittin In: University of South Florida M3 Center Publishing (2021) BASE Show details 9 Teaching Standards, Approaches, and Techniques for K-12 Chinese Classes in the US Xu, Jia In: Chinese Language Teaching Methodology and Technology (2020) BASE Show details 10 B-SFT: Beobachtungssystem zur Erfassung von Sprachfördertechniken im Kita- und Grundschulalltag ... Beckerle, Christine; Mackowiak, Katja; Kucharz, Diemut. - : Verlag Julius Klinkhardt, 2020 BASE Show details 11 SpraBi: Fragebogen und App zur Dokumentation sprachlicher Bildungsaktivitäten in der Kita ... Wirts, Claudia; Reber, Karin; Gonzalez-Campos, Diego. - : Verlag Julius Klinkhardt, 2020 BASE Show details 12 SpraBi: Fragebogen und App zur Dokumentation sprachlicher Bildungsaktivitäten in der Kita Gonzalez-Campos, Diego; Wirts, Claudia; Reber, Karin In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 55-78 (2020) BASE Show details 13 Vignetteninterview zur Erfassung des Sprachförderwissens pädagogischer Fachkräfte (VSW) Löffler, Cordula; Koch, Katja; Beckerle, Christine... In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 13-32 (2020) BASE Show details 14 B-SFT: Beobachtungssystem zur Erfassung von Sprachfördertechniken im Kita- und Grundschulalltag Beckerle, Christine; Mackowiak, Katja; Kucharz, Diemut In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 79-101 (2020) BASE Show details 15 Einleitung: Instrumente zur Erfassung institutioneller (schrift-)sprachlicher Bildung Mackowiak, Katja; Beckerle, Christine; Gentrup, Sarah... In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 7-12 (2020) BASE Show details 16 Kinder mit Deutsch als Zweitsprache am Übergang wirksam fördern. Eine enge Kooperation von Kitas und Schulen in der Sprachförderung zahlt sich aus Lemmer, Rabea; Schulz, Petra; Geyer, Sabrina... In: KiTa aktuell. Bayern 32 (2020) 10, S. 241-243 (2020) BASE Show details 17 Virtual Tools Show Promise for Moving the Needle on Culturally and Linguistically Diverse Family Engagement Mitchell, Tamra; Herrera, Socorro In: The Advocate (2020) BASE Show details 18 Kinder mit Deutsch als Zweitsprache am Übergang wirksam fördern. Eine enge Kooperation von Kitas und Schulen in der Sprachförderung zahlt sich aus ... Geyer, Sabrina; Voet Cornelli, Barbara; Lausecker, Alina. - : Wolters Kluwer, 2020 BASE Show details 19 Linguistically Responsive Teaching in pre-service teacher education: A review of the literature through the lens of cultural-historical activity theory Quaynor, Laura; Hopkins, Megan; Solano-Campos, Ana T. In: Early Childhood and Elementary Education Faculty Publications (2020) BASE Show details 20 But What Does Equity Look Like In My Classroom?: Creating Equitable & Culturally Responsive Classroom Practices Gillmore, Marina V In: National Youth Advocacy and Resilience Conference (2020) BASE Show details Page: 1 2 3 4 5...10

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