The Impact of Theory of Mind Barriers in Interpreting Illustrations Used in Primary School Early Readers: Four Brief Case Studies of False-Belief Scenarios

Autor/in	Donner, Kelley
Titel	The Impact of Theory of Mind Barriers in Interpreting Illustrations Used in Primary School Early Readers: Four Brief Case Studies of False-Belief Scenarios
Quelle	In: Journal of Visual Literacy, 40 (2021) 2, S.125-143 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-144X
DOI	10.1080/1051144X.2021.1902044
Schlagwörter	Theory of Mind; Barriers; Illustrations; Reading Materials; Beliefs; Visual Literacy; Picture Books; Childrens Literature; Foreign Countries; Elementary Education; United Kingdom + Suchen Sie Ihr Suchwort? Bildliche Darstellung; Belief; Glaube; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Picture book; Bilderbuch; 'Children''s literature'; Kinderliteratur; Ausland; Elementarunterricht; Großbritannien
Abstract	Theory of mind skills are critical to understanding and interpreting many illustrations in primary school literature especially those which are used in material for the purpose of learning to read. Unfortunately, children who learn to read at an early age as well as mainstreamed children, such as those with autism, often have grave deficiencies in theory of mind skills which is necessary in order to understand first- and second-order perspective narratives. Thirty-one early readers were analysed for first- and second-order perspectives as well as for the possibility of first- and second-order false-belief scenarios. Results showed that there is a high probability that children will be confronted with early readers that require complex theory of mind skills for comprehension. In addition, four early readers were examined in more detail in case studies to see how the relationship of text to illustrations as well as the composition of the illustrations themselves either aided comprehension or increased the possibility of false belief scenarios. Finally, various tools for increasing visual literacy in regards to illustrations were discussed, such as the use of prolongation, speech bubbles, close-ups and text enhancement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01