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| Format: | Recurso educativo Open Access |
| Sprache: | en |
| Veröffentlicht: |
1996
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| Schlagworte: | |
| Online-Zugang: | https://eric.ed.gov/?id=ED395276 |
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| _version_ | 1867181881614663680 |
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| author | Bushner, Diane E. |
| author_facet | Bushner, Diane E. Bushner, Diane E. |
| collection | Education Resources Information Center |
| contents | A Look at How Books, Reading, or Writing Are Portrayed in Children's Literature Published from 1990 through 1995. Bushner, Diane E. Attitude Measures Authors Childrens Literature Content Analysis Elementary Secondary Education Illustrations Literacy Media Research Young Children This study examined 122 juvenile books to determine how current authors and illustrators portray books, reading, and writing and how this portrayal reflects current literacy theories and recommended instructional practices. The theoretical framework of this study is grounded theory (GLaser and Strauss, 1967). Categories which emerged from the study were developed and analyzed based on the occurrences found in literature and illustrations: (1) emergent literacy and storytime reading; (2) reading aloud; (3) children or peers who teach one another to read or read better; (4) self-taught readers and/or writers; (5) learning to read or characters who cannot read or those who experience difficulty reading; (6) published literature references in texts; (7) reading and writing portrayed in school; (8) vocabulary as a goal; (9) a focus on letters, sounds, cursive writing, calligraphy, and spelling; (10) history of writing, alphabets, printing press and books; (11) literature written as letters, journals, or diaries; (12) authorship; and (13) the role of the library or bookstores, including the issue of censorship. Results indicated that, while the texts positively encourage reading and writing, current literacy theories and recommended instructional practices were not reflected in the literature examined. Findings revealed that the literature portrayed books, reading, and writing occurring across a broad spectrum of life and were not limited to use in the school classroom. The dominant image portrayed in children's literature was a positive celebration of books, reading, and writing. Further research should reanalyze the books by categories and analyze the instructional activities mentioned and the instructional strategies used. (Contains 3 tables of data, 26 references, and a list of juvenile books used in the study.) (Author/CR) |
| format | Recurso educativo Open Access |
| id | eric_ED395276 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1996 |
| record_format | eric |
| spellingShingle | A Look at How Books, Reading, or Writing Are Portrayed in Children's Literature Published from 1990 through 1995. Bushner, Diane E. Attitude Measures Authors Childrens Literature Content Analysis Elementary Secondary Education Illustrations Literacy Media Research Young Children A Look at How Books, Reading, or Writing Are Portrayed in Children's Literature Published from 1990 through 1995. Bushner, Diane E. Attitude Measures Authors Childrens Literature Content Analysis Elementary Secondary Education Illustrations Literacy Media Research Young Children This study examined 122 juvenile books to determine how current authors and illustrators portray books, reading, and writing and how this portrayal reflects current literacy theories and recommended instructional practices. The theoretical framework of this study is grounded theory (GLaser and Strauss, 1967). Categories which emerged from the study were developed and analyzed based on the occurrences found in literature and illustrations: (1) emergent literacy and storytime reading; (2) reading aloud; (3) children or peers who teach one another to read or read better; (4) self-taught readers and/or writers; (5) learning to read or characters who cannot read or those who experience difficulty reading; (6) published literature references in texts; (7) reading and writing portrayed in school; (8) vocabulary as a goal; (9) a focus on letters, sounds, cursive writing, calligraphy, and spelling; (10) history of writing, alphabets, printing press and books; (11) literature written as letters, journals, or diaries; (12) authorship; and (13) the role of the library or bookstores, including the issue of censorship. Results indicated that, while the texts positively encourage reading and writing, current literacy theories and recommended instructional practices were not reflected in the literature examined. Findings revealed that the literature portrayed books, reading, and writing occurring across a broad spectrum of life and were not limited to use in the school classroom. The dominant image portrayed in children's literature was a positive celebration of books, reading, and writing. Further research should reanalyze the books by categories and analyze the instructional activities mentioned and the instructional strategies used. (Contains 3 tables of data, 26 references, and a list of juvenile books used in the study.) (Author/CR) |
| title | A Look at How Books, Reading, or Writing Are Portrayed in Children's Literature Published from 1990 through 1995. |
| topic | Attitude Measures Authors Childrens Literature Content Analysis Elementary Secondary Education Illustrations Literacy Media Research Young Children |
| url | https://eric.ed.gov/?id=ED395276 |