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portada Bundle for 9780415727723, 9780415728089 and 9780415669986: Dialogic Readers: Children Talking and Thinking Together About Visual Texts (Volume 2)
Type
Physical Book
Publisher
Author
Year
2015
Language
English
Pages
146
Format
Paperback
ISBN13
9780415728089
Edition No.
1
Categories

Bundle for 9780415727723, 9780415728089 and 9780415669986: Dialogic Readers: Children Talking and Thinking Together About Visual Texts (Volume 2)

Fiona Maine (Author) · Routledge · Paperback

Bundle for 9780415727723, 9780415728089 and 9780415669986: Dialogic Readers: Children Talking and Thinking Together About Visual Texts (Volume 2) - Fiona Maine

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Synopsis "Bundle for 9780415727723, 9780415728089 and 9780415669986: Dialogic Readers: Children Talking and Thinking Together About Visual Texts (Volume 2)"

Dialogic Readers: Children talking and thinking together about visual texts celebrates the sophisticated and dynamic discussions that primary-aged children can have as they talk together to make meaning from a variety of texts, and it highlights the potential for talk between readers as a tool for critical and creative thinking. It proposes a new dialogic theory of reading comprehension that incorporates multi-modal media and adds further weight to the argument that talk as a tool for learning should form a central part of primary classroom learning and teaching. The book explores: • the language of co-construction • children’s critical and creative responses to text • the dialogic transaction between text and readers • the use of language as a tool for creating a social cohesion between readers. This significant work is aimed at educational lecturers, researchers and students who want to explore an expanded notion of reading comprehension in the twenty-first century, realizing how opportunities for children thinking creatively together might transform the potential for learning in the classroom. It provides a framework for analyzing co-constructive talk with suggestions for promoting children’s critical and creative thinking.

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