Young children's conversations with picture books: A case study of two first graders in a reading intervention program.

摘要

This one-year study traces the meaning-making of two first grade boys in a reading intervention class as they discuss their picture books. A constructivist perspective of knowledge is taken, with reader response providing the theoretical underpinnings. Data for this ethnography were gathered from transcripts of weekly videotapes, student work, and journal notes. Major categories of student talk which emerged from the data fell into the groupings of naming and locating items and events within the text, narrative, shifts between naming/locating and narrative, affective response, presentation of self, and unique participation structures. More of the student talk was designated naming and locating than was designated as narrative. The naming and locating function seemed essential to provide content for supporting the spontaneous student narratives, which became more frequent as the school year progressed. Early in the year the narratives related to the text, were often produced independently by each student. Later narratives were more likely to be produced co-operatively and were more intertwined with the picture book texts. Student interpretation frequently evolved from their earlier interpretations. The use of informational books and wordless books yielded more student talk as compared with printed stories in picture books. In the beginning of the year, the teacher/researcher's talk dominated. By the close of the school year the amount of student talk became more evenly distributed between the two students and the teacher/researcher. The students and the teacher/researcher deferred to the text as the primary authority for meaning. Through their talk, the students were able to monitor their meaning construction while using the book to anchor their conversation. A supportive teaching environment in this reading context appears to provide quality picture books, follow student initiated talk related to the text, encourage interaction among the students, teacher, and with the text, and allow for silences within the dialogue providing students and the teacher with time to think through their ideas.