Examining a Reader's Meaning-Making Process of Picture Books Using Eye Movement Miscue Analysis

Autor/inn/en	Liwanag, Maria Perpetua Socorro U.; Martens, Prisca; Martens, Ray; Pelatti, Christina Yeager
Titel	Examining a Reader's Meaning-Making Process of Picture Books Using Eye Movement Miscue Analysis
Quelle	In: Literacy Research: Theory, Method, and Practice, 66 (2017) 1, S.248-263 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2381-3369
DOI	10.1177/2381336917719256
Schlagwörter	Picture Books; Eye Movements; Case Studies; Grade 2; Elementary School Students; Comprehension; Cues; Reading Processes; Pictorial Stimuli; Written Language; Miscue Analysis; Recall (Psychology); Audio Equipment; Coding; Oral Reading; Maryland + Suchen Sie Ihr Suchwort? Picture book; Bilderbuch; Augenbewegung; Case study; Fallstudie; Case Study; School year 02; 2. Schuljahr; Schuljahr 02; Verstehen; Verständnis; Stichwort; Leseprozess; Fantasieanregung; Geschriebene Sprache; Abberufung; Audio-CD; Codierung; Programmierung; Oral work; Reading; Mündliche Übung; Lesen
Abstract	The goal of this case study was to examine a second grader's reading of picture books using eye movement miscue analysis as a method to further understand reading as a meaning-making process. Two picture books with different relationships (e.g., enhanced and counterpoint) were selected because they elicit varied ways of presenting meaning and thus provide a unique opportunity to study reading. Findings from this case study highlight that reading is more than the eyes moving sequentially from word to word while the reader actively constructs meaning. Reading picture books demands an expanded repertoire of strategies since only looking at multimodal signs, such as written and pictorial cues, that are available when reading is not sufficient to ensure full comprehension of picture books. Implications for teaching reading and understanding multimodality in learning are addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01