It’s like playing, but learning: Supporting Early Literacy through Responsive Play with Wordless Picturebooks

This qualitative study describes the ways that first-grade children make meaning with wordless picturebooks through play as reader response.

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Bibliographic Details
Published in:Language arts 2018-09, Vol.96 (1), p.21-36
Main Authors: Flint, Tori K., Adams, Marietta S.
Format: Article
Language:English
Subjects:
Children & youth
Childrens picture books
Classrooms
Dramatic Play
Early childhood education
Early literacy
Elementary education
Emergent Literacy
Feedback (Response)
Grade 1
Illustrations
Intertextuality
Knowledge
Learning
Literacy
Picture books
Popular culture
Preschool Children
Qualitative research
Reader Response
Reading
Reading Instruction
Research methodology
Social Environment
Teaching
Theory
Toys
Video Games
Young Children
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Description
Summary:This qualitative study describes the ways that first-grade children make meaning with wordless picturebooks through play as reader response.
ISSN:0360-9170
1943-2402
DOI:10.58680/la201829747