MARC 主機 00000cam 2200000 a 4500
001 2007032358
003 DLC
005 20090827145650.0
008 070806s2008 nyua b 001 0 eng
010 2007032358
020 9780807748282 (pbk. : alk. paper)
020 0807748285 (pbk. : alk. paper)
020 9780807748299 (hbk. : alk. paper)
020 0807748293 (hbk. : alk. paper)
035 (OCoLC)ocn163812934
040 DLC|cDLC|dYDX|dBAKER|dBTCTA|dYDXCP|dDLC
043 n-us---
050 00 LB1576|b.S457 2008
082 00 372.6|222
100 1 Sipe, Lawrence R
245 10 Storytime :|byoung children's literary understanding in
the classroom /|cLawrence R. Sipe ; foreword by P. David
Pearson
260 New York :|bTeachers College Press,|cc2008
300 xiv, 305 p. :|bill. ;|c24 cm
490 1 Language and literacy series
500 國科會研究人文及社會科學研究圖書設備計畫,規劃主題:
科技與教育
504 Includes bibliographical references (p. 261-288) and index
505 00 |tForeword /|rP. David Pearson --|tAcknowledgments --
|tIntroduction --|tLiterary understanding : a neglected
part of the literacy landscape --|tThe marginalization of
reading aloud to young children --|tWhy another theory? --
|tAudience --|gpt. 1.|tPicturebooks and children's
responses --|g1.|tPicturebooks and children's responses --
|tExamining picturebooks --|tReading the sings : semiotic
perspectives --|tPerspectives from visual aesthetic theory
--|tThe relationship of text and pictures --|tResearch on
children's responses to picturebooks --|g2.|tYoung
children's literary understanding : either text or reader
--|tThe social constructivist paradigm and Vygotsky's
sociocultural approach --|tTalk in the classroom --
|tCognitive perspectives on children's comprehension of
narratives --|tLiterary perspectives on using literature
in the classroom --|g3.|tYoung children's literary
understanding : between text and reader --|tThe middle
ground : Iser and Rosenblatt --|tBritton's participant and
spectator stances --|tBenton's construct of the secondary
world --|tLanger's model of envisionment --|tBogdan's
theory of reader stances --|tCan't we just enjoy
literature? The theorization of pleasure --|tResearch
about literary talk in the classroom --
505 00 |gpt. 2.|tFive aspects of literary understanding and their
interrelationships --|g4.|tIntroducing the categories of
response and the first type of analytical response --|tThe
categories of children's responses --|tExamples of the
five conceptual categories --|tAnalytical response 1A :
making narrative meaning --|g5.|tOther types of analytical
response --|tAnalytical response 1B : the book is made
object or cultural product --|tAnalytical response 1C :
the language of the text --|tAnalytical response 1D :
analysis of illustrations and other visual matter --
|tAnalysis response 1E : relationships between fiction and
reality --|g6.|tIntertextual responses : how stories
"lean" on stories (and other texts) --|tThree types of
intertextual connections --|tThe roles of intertextual
connections --|tThe power of text sets --|tIntertextual
resistance to stories --|g7.|tPersonal response : drawing
the story to the self --|tLife-to-text connections --
|tText-to-life connections --|tOther personal connections
--|tChildren's personal resistance to stories --|g8.
|tTransparent and performative responses --|tTransparent
response : entering the storyworld --|tPerformative
response : the text as a platform for children's
creativity --|g9.|tA grounded theory of the literary
understanding of young children --|tFive facets of
literary understanding --|tBlurring the categories --
|tThree basic literary impulses --|tConnections to other
theoretical models --|tThe dynamics of literary
understanding --
505 00 |gpt. 3.|tTeachers as enablers of children's meaning-
making and implications for pedagogy and further research
--|g10.|tTeachers' and children's roles in enabling
literary understanding --|tWhat is scaffolding? --|tFive
conceptual categories for adult talk --|tExamples of the
categories of adult talk --|tScaffolding provided by
category 1 : reader --|tScaffolding provided by category 2
: manager and encourager --|tScaffolding provided by
category 3 : clarifier/prober --|tScaffolding provided by
category 4 : fellow wonderer/speculator --|tScaffolding
provided by category 5 : extender/refiner --|tStorytelling
: Mrs. Martin's style of reading and scaffolding --|ttypes
of teacher questions --|tChildren's enabling of their
peers' response and understanding --|g11.|tWhat's the
point of literary understanding? : implications for
practice, research, and beyond --|tPedagogical
implications of the studies --|tFurther research --
|tBeyond literacy : what good is literary understanding,
anyway? --|tAppendix A : The research studies for this
book --|tAppendix B : A glossary of picturebook
terminology --|tAppendix C : Transcription conventions --
|tChildren's literature references --|tReferences --
|tIndex--|tAbout the author.
650 0 Language arts (Elementary)|zUnited States
650 0 Reading (Elementary)|zUnited States
650 0 English language|xComposition and exercises|xStudy and
teaching (Elementary)|zUnited States
830 0 Language and literacy series (New York, N.Y.)
856 41 |3Table of contents only|uhttp://www.loc.gov/catdir/toc/
ecip0724/2007032358.html
911 wjc|bhml
