Young children read wordless books as an important early literacy learning activity. This study explores oral narrative construction and image reading of a wordless book by six K-2 children. Through a cross-case analysis, the results indicate growth of coherence and cohesion building in the verbal narratives across grade levels, as well as a…

This article explores the potential for engaging 7 and 8-year-old school pupils in performative literature interpretation through process drama. Inspired by new materialism and affect theory, we focus on how literature interpretations come into being in dramatic fiction, and on how these becoming interpretations merge with the classroom. The study…

At the end of a two-year discussion about the value of homework in elementary school, the Seaview district decided to move away from the traditional model of homework, and introduced Wonder, Reading, and Play (WRaP) intended to be more equitable and authentic. A case study was conducted to assess the district's goals for and implementation of more…

This eight-month study, conducted in a first-grade classroom in the southwestern United States, analyzed young children's playful responses to literature. It focuses on framing a theory that underpins play as a form of reader response, which I term 'responsive play'. It further aims to answer the overarching research question and the sub-question:…

A classroom teacher capitalizes on social learning and reader response theories to challenge her accelerated first-grade readers by implementing literature circles. The aim of this action research was to identify a clear view of "how" to use literature circles with first-graders and "what" might be accomplished. Three…

The purpose of this case study was to identify the role of reading response in two elementary classrooms: one first-grade and one fourth-grade. The study examined the structured and incidental opportunities students had for response, the formats of their responses and the utility of the responses to each teacher. Qualitative data collection…

The purpose of this study was to examine how the social practices of African American families--with children in grades K-2--changed as a result of participating in a family literacy program utilizing African American children's literature. The families were exposed, through a series of workshops, to an abundance of children's literature…

Five 1st-grade teachers read aloud two Caldecott Award-winning picture books to their classrooms of diverse, urban students. In this two-phase study, researchers analyzed teachers' transcripts for common elements, interviewed 1st-graders and focused on one teacher's read-aloud events while comparing them with her students' responses. Findings…

Chapter books present young readers with many more challenges than do the picture books that initiate them into reading. This case study investigation explored ways in which three first graders used their literature response journals to help them negotiate their first chapter book read aloud. Findings of the three case studies revealed that the…

Describes some of the discussions and writing that first grade children engaged in as the result of their exposure to literature read aloud. (HTH)

This article discusses a study that explored first-grade students' responses to and interpretations of eight picture books with metafictive devices. The article focuses on children's visual and written responses to the picture books and describes the relationship between the students' visual and verbal texts with respect to storytelling. The two…

Applies an aesthetic instrument to first-grade students' pictorial/oral and written responses to determine if significant aesthetic growth was demonstrated in responses collected over a three-month period. Compares students' written growth to growth demonstrated in pictorial/oral responses. Finds that pictorial and oral responses can serve as…

Examines individual literary-response styles of several first- or second-grade children by analyzing their talk about books. Finds five types of responses (analytical, intertextual, personalizing, transparent, and performative responses). Discusses the discernible differences and unique perspectives in at least some children's individual literary…

Explores first graders' written responses to literature in dialogue journals, particularly what functions student and teacher responses serve, and what patterns of student response develop over time. Finds that journal writing offers potential for a wide variety of reader response functions. Notes an overemphasis on teacher questioning. (SR)

Finds that with teacher scaffolding (modeling, explicit instruction, feedback, and the creation of contexts for sharing), first graders can write thoughtful, personal, and extended responses to books in their literature-response journals. Discusses teacher and peer scaffolding, and literacy development. Describes in detail the children's…