Open Access. Powered by Scholars. Published by Universities.®
- Discipline
- Institution
Articles 1 - 4 of 4
Full-Text Articles in Education
Same But Different: Characters With Developmental Disabilities In Current Juvenile Literature, Tina Taylor, Kellie Egan, Kimberly T. Moss, Hannah P. Grow, Sharon Black, Mary Anne Prater
Same But Different: Characters With Developmental Disabilities In Current Juvenile Literature, Tina Taylor, Kellie Egan, Kimberly T. Moss, Hannah P. Grow, Sharon Black, Mary Anne Prater
Faculty Publications
As many children first encounter individuals with developmental disabilities (DD) through characters in children’s literature, these individuals must be depicted authentically. Using descriptive analyses, we evaluated 38 books written for children and adolescents (11 picture books, 17 chapter books) for their portrayals of characters with developmental disabilities, comparing the portrayals against those published in three previous studies. All books considered were eligible for the 2018 Dolly Gray Children’s Literature Award. Data were analyzed regarding personal portrayal, social interactions, and exemplary practices. Results indicated that most characters portrayed have ASD (80%) and the majority are male (65%). Generally, characters with DD …
Transacting With Characters: Teaching Children Perspective Taking With Authentic Literature, Tracey S. Hodges, Erin Mctigue, Katherine Landau Wright, Amanda D. Franks, Sharon D. Matthews
Transacting With Characters: Teaching Children Perspective Taking With Authentic Literature, Tracey S. Hodges, Erin Mctigue, Katherine Landau Wright, Amanda D. Franks, Sharon D. Matthews
Faculty Publications
The present study builds upon established best practices in narrative comprehension instruction by redesigning a story map, to retain the benefits of text structure instruction, while also facilitating students to reach deeper levels of character-based comprehension. Framed in reader response theory, dual coding theory, and developmental theories of perspective taking, children increase their knowledge of text while becoming more capable of taking the perspective of unique characters through intentional transactions. Using an exploratory, single-subject design, the authors centered the reading intervention on comprehending children’s literature from two, conflicting character perspectives. The authors documented four 3rd-grade participants’ comprehension of plot-based and …
Transacting With Characters: Teaching Children Perspective-Taking With Authentic Literature, Tracey S. Hodges, Erin Mctigue, Katherine Landau Wright, Amanda D. Franks, Sharon D. Matthews
Transacting With Characters: Teaching Children Perspective-Taking With Authentic Literature, Tracey S. Hodges, Erin Mctigue, Katherine Landau Wright, Amanda D. Franks, Sharon D. Matthews
Literacy, Language, and Culture Faculty Publications and Presentations
The present study builds upon established best practices in narrative comprehension instruction by redesigning a story map, to both retain the benefits of text structure instruction, while also facilitating students to reach deeper levels of character-based comprehension. We entitled our revised story map the Chart for Multiple Perspectives (CHAMP). Using the CHAMP, we provided a 15 day, one-on-one tutoring intervention to four 3rd grade students (three intervention, one control). Drawing upon developmental theories regarding perspective-taking, the students used the CHAMP to consider the characters at multiple levels. The research design of this exploratory, mixed-methods research was single-subject design with …
Teaching Global Literature To “Disturb The Waters”: A Case Study, Kelly K. Wissman
Teaching Global Literature To “Disturb The Waters”: A Case Study, Kelly K. Wissman
Literacy Teaching & Learning Faculty Scholarship
Within this qualitative case study, I describe how a fifth-grade teacher in an affluent and culturally homogenous school attempted to “disturb the waters” through teaching global literature. Framed by transactional theories of response and critical language awareness, I identify three central pedagogical moves that supported disruptions of students’ assumptions and beliefs: (1) inviting students to share their aesthetic transactions, (2) privileging multiple perspectives and genres, and (3) calling attention to language choices as a central line of inquiry. I argue that both transactional and critical approaches to literacy and language are necessary in order to move students beyond disinterested and …