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Rethinking Reader Response With Fifth Graders’ Semiotic Interpretations
Author(s) -
Barone Diane,
Barone Rebecca
Publication year - 2017
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1563
Subject(s) - psychology , semiotics , graffiti , representation (politics) , picture books , plot (graphics) , linguistics , cognitive psychology , mathematics education , visual arts , art , philosophy , statistics , mathematics , politics , political science , law
Fifth graders interpreted the book Doll Bones by Holly Black through visual representations from the beginning to the end of the book. Each visual representation was analyzed to determine how students responded. Most frequently, they moved to inferential ways of understanding. Students often visually interpreted emotional plot elements and incorporated words, graffiti, and graphic organizers into their responses.