The Missouri Reader Vol. 42, Issue 1 - Page 13

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by using the P.I.C.T.U.R.E acronym with students Effective teachers already know how to use picturebooks to increase comprehension (Hilden & Jones, 2013), introduce new concepts (Beaty, 2012), teach self-regulation (Cooper, 2007; Hansen & Zambo, 2007) and engage learners in new experiences (Travers & Travers, 2008). Further, picturebooks can make an impact on the development of the whole child- socially, personally, intellectually, culturally, and aesthetically (Phillips & Sturm, 2013). We contend using WPB simply makes these things accessible to all of your students. It is for these reasons, we encourage you to use wordless picturebooks in your classrooms. Here is a link to a few titles we hope you will try with your students this year!

References

Beaty, J. (2012). Skills for preschool teachers. (9thed.). Upper Saddle River, NJ: Pearson

Buccieri, L. R., & Economy, P. (2012). Writing Children's Books for Dummies, 2nd Edition. Hoboken, NJ: John Wiley & Sons.

Cooper, P. M. (2007). Teaching young children self-regulation through children's books. Early Childhood Education Journal, 34(5), 315-322.

Doonan, J. (1993). Looking at pictures in picturebooks. Stroud, England: Thimble Press

Galda, L., Cullinan, B. E., & Sipe, L. R. (2010). Literature and the child. Belmont, CA: Wadsworth/Cengage Learning.

Gangwer, T. (2009). Visual impact, visual teaching: Using images to strengthen learning. Thousand Oaks, CA: Corwin

Gillenwater, C. (2014). Reading images: the phenomenon of intertextuality and how it may contribute to developing visual literacy with advanced placement English / language arts students. Journal of Ethnographic & Qualitative Research, 8(4), 251-263.

Gredler, M. (2001). Learning and instruction: Theory into practice. (4th ed.). Upper Saddle River, N.J.: Merrill.

Johnson, D. (2012). The joy of children's literature. Belmont, CA: Wadsworth Cengage Learning.

Hansen, C.C., & Zambo, D. (2005). Piaget, meet Lilly: Understanding child development through picture book characters. Early Childhood Education Journal, 33(1), 39-45.

Hilden, K. & Jones, J. (2013). Effective interactive read-alouds build stronger comprehension. Reading Today, April/May, 17-19.

Justice, L., & Pence, K. (2005). Scaffolding with storybooks: A guide for enhancing young children's language and literacy achievement. Newark, Del.: International Reading Association

Lambert, M. D. (2015).Reading picture books with children: how to shake up storytime and get kids talking about what they see. Watertown, MA: Charlesbridge.

Lohfink, G. (2012). Promoting self-questioning through picture book illustrations. Reading Teacher, 66(4), 295-299. doi:10.1002/TRTR.01124

Martin, W.P. (2015). Wonderfully wordless: The 500 most recommended graphic novels and picture books. Rowman & Littlefield: London.

Marciano, D. (2002). Chapter five: Teaching styles as evidenced in classrooms: A semiotic look at picturebooks in transmediation in the classroom: A semiotics-based media literacy framework, 63-70.

Martin, R., & Murtagh, E. M. (2015). Preliminary findings of Active Classrooms: An intervention to increase physical activity levels of primary school children during class time. Teaching and Teacher Education, 52113-127. doi:10.1016/j.tate.2015. 09.007

Marzano, R. J., Pickering, D., & Pollock, J. E. (2001).Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Mikkelsen, N. (2000). Words and pictures: Lessons in children's literature and literacies. Boston: McGraw-Hill.

Olshanky, B. (2008). Power of Pictures. San Francisco, CA: Jossey-Bass.

Phillips, E., & Sturm, B. (2013). Do picturebooks about starting kindergarten portray the Kindergarten Experience in Developmentally Appropriate Ways? Early Childhood Education Journal, 41(6), 465-475.

Reading Rockets. (2013).http://www.readingrockets.org/article/sharing-wordless-picture-books

Salisbury, M., & Styles, M. (2012). Children's picturebooks: The art of visual storytelling. London: Laurence King Publishing

Serafini, F. (2014). Reading the visual: An introduction to teaching multimodal literacy. New York: Teachers College Press

Sipe, L. (2000). “Those gingerbread boys could be brothers”: How children respond to literature. Human Sciences Press, Inc. 31(2).

Travers, B. E., & Travers, J. F. (2008). Children’s literature: A developmental perspective. Hoboken, NJ: John Wiley & Sons

Yu, X. (2009). Levels of meaning and children: An exploratory study of picturebooks' illustrations. Library and Information Science Research, 31, 240-246. doi:10.1016/j.lisr.2009.07.003

Drs. Julie Bryant and Tamara Samek are on faculty at Southwest Baptist University in Bolivar, Missouri. Both focused their dissertation work on reviewing award winning literature to positively influence children. Their love of the arts and literature spills over into their teaching, presentations, and publications.

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