A BLENDED APPROACH TO READING AND WRITING GRAPHIC STORIES

被引：8

作者：

Brown, Sally ^{[1
]}

机构：

[1] Georgia So Univ, Statesboro, GA 30460 USA

来源：

READING TEACHER | 2013年 / 67卷 / 03期

关键词：

Assessment; Rubrics; Comprehension; Imagery; visualizing; Questioning; Digital; media literacies; New literacies; Popular culture; Fluency; Prosody; Language learners; English language learners; English learners; English as a second language; English for speakers of other languages; Second-language learning; Second-language reading; Literature; Literary elements; Children's literature; Motivation; engagement; Interest; Research methodology; Case study; Qualitative; Strategies; methods; and materials; Instructional strategies; teaching strategies; Reading strategies; Writing strategies; Struggling learners; Theoretical perspectives; Sociocultural; Writing; Writing process; Early childhood; Childhood; LITERACIES; NOVELS;

D O I：

10.1002/TRTR.1211

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article documents the experiences of a diverse group of second grade students during a nine week unit of study focused on graphic stories. The project begins as the class is immersed in reading graphic stories designed for young readers. Images, written text, and dialog are utilized to scaffold reading comprehension and to practice fluency. Then, students construct their own graphic stories based on characters from books, popular culture, and personal experiences. Each story is transformed into a digital format with narration using Photo Story. The results indicate student growth in the areas of comprehension and fluency. There is also a need to integrate new literacies with traditional to prepare students for communicating in the 21st century.

引用

页码：208 / 219

页数：12

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