Incorporating Multimodal Literacies into Classroom-Based Reading Assessment

Autor/inn/en	Serafini, Frank; Moses, Lindsey; Kachorsky, Dani; Rylak, Danielle
Titel	Incorporating Multimodal Literacies into Classroom-Based Reading Assessment
Quelle	In: Reading Teacher, 74 (2020) 3, S.285-296 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1948
Schlagwörter	Curriculum Implementation; Learning Modalities; Picture Books; Young Children; Emergent Literacy; Reading Tests; Reader Text Relationship; Observation; Semiotics + Suchen Sie Ihr Suchwort? Lernumgebung; Picture book; Bilderbuch; Frühe Kindheit; Frühleseunterricht; Lesetest; Beobachtung; Semiotik
Abstract	As literacy researchers continue to investigate how young students make sense of texts, specifically picture books, attention has expanded beyond the role that written language plays in reading comprehension to the various ways that visual images, typography, design elements, and digital devices support and challenge young readers during the act of reading. This article is a description of classroom-based research that led to the development of an assessment instrument for classroom teachers designed to help teachers observe readers using a variety of semiotic resources to make sense of contemporary picture books. As the texts that young readers encounter continue to evolve from language-dominant texts to more complex multimodal ensembles, classroom-based assessments must evolve as well to account for the semiotic resources that young readers use in navigating and comprehending multimodal texts. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01