Utilizing Picture Books to Teach Literary Terms in the High School ...

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´╗┐Utilizing Picture Books to Teach Literary Terms in the High School English Classroom Bridget Robinson Department of Education University of North Carolina - Asheville

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Research Question Will the utilization of picture books to show understudies abstract components influence understudy comprehension of and inspiration to peruse conventional writing as they apply these scholarly components to the works?

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What is a photo book? Representations command every page Text is set flawlessly so that the book streams normally from start to finish Typical length is 32 pages Trim size of the book is extraordinarily bigger than that of the normal novel

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1999 National Assessment of Education half of eighth graders read once per month or less for their own particular premium 25% of fourth graders read once per month or less for their own particular premium Cited in Darigan, Tunnell and Jacobs (2002)

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Schema Theory and Visual Thinking Bruner (1990) Using earlier learning to sort out data Vacca and Vacca (2005) Schema initiation Learning through direct experience Arnheim (1969) Pictorial considering

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Engaged and Disengaged Readers Engaged perusers are characteristically persuaded and have a created self-viability. Withdrawn perusers read out of need. They read simply because the work has been alloted to them. Guthrie (2001)

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Subjects Urban secondary school in Western North Carolina Two standard American Literature classes 37 understudies 23 guys & 14 females 4 understudies with exceptional needs 36 white understudies & 1 African-American understudies Mixed financial status

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Qualitative Pre-test study Post-analyze review Observations on understudy inclusion Quantitative Pre-try artistic term evaluative apparatus Post-test scholarly term evaluative device Objective tests Instruments

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Research Design Pre-test abstract terms evaluative device Pre-try overview Traditional direction Objective Test 1 Picture Book Instruction Objective Test 1 rehashed Traditional guideline Objective Test 2 Picture Book Instruction Objective Test 2 rehashed Post-explore artistic terms evaluative device Post-test study

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Did the utilization of picture books increment understudy comprehension of scholarly components in more unpredictable writings? Did the utilization of picture books increment understudy engagement in scholarly material? Two Major Questions

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Test Results

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Were the scholarly terms simpler to comprehend through the apparatus of picture books? 28% 72%

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Observations of Student Involvement

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Post-analyze Picture Book Questions Question Response How did picture books influence 66% No influence your enthusiasm for the material? 13% Decreased intrigue 21% Increased intrigue 2. How did picture books influence 31% No influence your comprehension of the material? 28% Decreased comprehension 41% Increased comprehension

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Limitations of Study Repetition of Test Time restrain Limited utilization of picture books

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Picture books help secondary school understudies better comprehend scholarly components! Picture books don't enhance understudy engagement in perusing Picture books ought to be fused into the English classroom in different instructional strategies Conclusions

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References Arnheim, R. (1969). Visual intuition . Los Angeles: University of California Press. Bruner, J. (1990). Demonstrations of Meaning . Cambridge, MA: Harvard University Press. Darigan, D. L., Tunnell, M. O., & Jacobs, J. S. (2002). Youngsters' writing: Engaging educators and kids in great books. Upper Saddle River, NJ: Pearson Education, Inc Guthrie, J. T. (2001). Settings for engagement and inspiration in perusing. Recovered October 10, 2006 from http://www.readingonline.org/articles/handbook/guthrie/index.html Vacca, R. T. & Vacca, J.L. (2005). Content zone perusing: Literacy and learning acrossthe educational programs. Boston: Pearson Education, Inc.

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