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Re‐envisioning Reading and Writing Through Combined‐Text Picture Books
Author(s) -
Dean Deborah,
Grierson Sirpa
Publication year - 2005
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1598/jaal.48.6.2
Subject(s) - reading (process) , class (philosophy) , variety (cybernetics) , computer science , mathematics education , pedagogy , psychology , linguistics , artificial intelligence , philosophy
Combined‐text picture books unite multiple genres, providing nuanced information on a single topic from the unique lens of each genre. By providing guided practice in reading and writing a combined‐text picture book, teachers can help students develop sensitivity to different types of texts, to what they do and how they do it. Such sensitivity can give students a foundation for selecting appropriate strategies for reading and writing effectively in a wider variety of genres. This article describes the process of explicit instruction, discussion, and guided practice with one such text, One Leaf Rides the Wind , that helped one class of seventh‐grade students develop as strategic readers and writers when they created a class version of a combined‐text picture book.