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This paper presents a two-year study on picture book reading process involving a teacher and a group of children in Kinmen County. The aim was to explore how children create their interpretation of ... the story (the interpretive contexts applied by these children) when responding to questions posed in the discussion sessions, the teacher’s ways of participation, and other possible contextual influences. In the first year, two kindergarten teachers and 18 children read picture books together three times a week. In the second year, as children moved on to first grade, 12 of them continued to participate in monthly picture book reading sessions offered by the authors. A total of thirty audio-taped reading sessions were transcribed verbatim. The transcripts were devided by topics with every speaking turn coded. After a thorough inductive analysis, the authors constructed seven categories of children’s interpretive contexts and sorted out teacher’s ways of questioning, probing, and responding. The seven contexts in which the interpretation is drawn included life experiences, the story, common knowledge, the illustration, the author’s intention, compound contexts and others. The most frequently applied interpretive context by kindergarteners was life experiences, whereas the most frequently applied interpretive context by first-graders was the story. The interpretive contexts applied by first-graders were more diversified. Based on the long term observation, it is proposed that the reading culture and the teacher’s role contributed significantly to the development of these children’s diversified interpretive contexts. Lastly, the authors provided some practical suggestions on picture book reading activities and the analytic method for future studies. more

本文探討金門縣一群兒童從幼稚園大班到小學一年級與老師（即作者一）共讀圖畫書後，回應討論問題的思考脈絡，其兩年間的展現與轉變，以及老師在共讀活動中帶領、提問與回應兒童的方式。棒棒糖班的18位幼兒和老師每週固定進行三次圖畫書共讀；兒童進入小學一年級後，兩位作者和其中的12位兒童組成讀書會，每月共讀一次。作者從兒童大班時的61次共讀活動中選取20次，從小一15次共讀中挑選10次，將討論錄音詳細轉譯後，以議題分段，以發言輪次為單位，分別分析兒童回應討論問題的思考脈絡和教師參與方式，並描述兩年的轉變，及形成轉變的脈絡性因素。兒童的思考脈絡共有生活經驗、故事、生活常識、圖像、作者意圖，複合脈絡與其他共7種類型。本文指出，大班與小一兒童均有能力以探索文學文本的方式討論圖畫故事書。大班幼兒，最常以生活經驗思考討論問題，而小一兒童最常以故事本身為思考脈絡。從大班到小一，兒童回應更為積極，提問能力提昇，思考脈絡漸趨複雜多元，漸少仰賴生活經驗。作者指出教師導讀、提問與回應兒童的方式，以及閱讀文化的形塑，協助兒童發展多元脈絡理解與詮釋故事。最後，作者依據研究結果對圖畫書共讀活動與分析方法提出具體建議。

A group case study of 8-session bibliotherapy for 2 groups of 67 children of North Korean defectors, ages 4 through 16, was practiced on a weekly basis at 2 different centers in Seoul, South Korea. ... This research findings tell that participants' defensive attitudes were alleviated by short term bibliotherapy but their psycho-social changes were not clear in comparison with those of South Korean children. Participants seemed to seek longer-term and more intimate bibliotherapy for sharing and meeting their diverse needs. They seemed to recognize that bibliotherapy could satisfy their social, cognitive, cultural, and lingual needs by reading books to gain information, and sharing their feelings about acquiring language and cultural knowledge as welt as getting to know how to identify themselves as South Koreans in their new home. Their psycho-social traumas were revealed through long-term symptoms, which may require treatment throughout their life-times because of their severity. This implies that their settlement and psycho-social stability should be secured by a national long-term support system under a holistic umbrella. more

Provider: - Institution: - Data provided by Europeana Collections- Looking at and listening to picture and story books is a ubiquitous activity, frequently enjoyed by many young children and their ... parents. Well before children can read for themselves they are able to learn from books. Looking at and listening to books increases children’s general knowledge, understanding about the world and promotes language acquisition. This collection of papers demonstrates the breadth of information pre-reading children learn from books and increases our understanding of the social and cognitive mechanisms that support this learning. Our hope is that this Research Topic/eBook will be useful for researchers as well as educational practitioners and parents who are interested in optimizing children’s learning.- All metadata published by Europeana are available free of restriction under the Creative Commons CC0 1.0 Universal Public Domain Dedication. However, Europeana requests that you actively acknowledge and give attribution to all metadata sources including Europeana more

Lianhuanhua連環畫, or picture storybooks, were traditionally palm-sized books in which on each page two or three lines of text, usually at the bottom of the page, are accompanied by a hand-drawn ... illustration (or sometimes a still from a film) that link together to tell a story.Lianhuanhuabecame popular in China in the 1920s and 1930s and were promoted by left-wing intellectuals as a means of spreading revolutionary ideology to the lower classes and children because they were engaging and could reach people with low levels of literacy.¹ As such the new Communist government post-1949 strongly supported their production more

The study was carried out to investigate the book reading habits of families and teachers to hearing impaired and normal hearing kindergarten children. The sample of research was taken from 2 ... kindergartens. Eleven kindergarten teachers and 36 hearing impaired children and families formed one of the groups. The other group consisted of 11 kindergarten teachers and 40 normal hearing children and families. The questionnaire applied to teachers and families included questions about book choosing and reading habits. The results of this research shows that there is no significant difference in the book reading habits of the 2 groups to their children. But the hearing-impaired children families are more careful in book choosing and reading to their children. more

"The Harper Establishment, or How the Story Books Are Made" by Jacob Abbott is reviewed.

"The publication of THE ATONEMENT AND OTHER STORIES, a collection of twelve new interconnected tales by Louis Auchincloss, was scheduled by Houghton Mifflin to coincide with his eightieth birthday... ... This is indeed an occasion for celebration. For one thing, the round age of eighty offers a natural opportunity to reflect on an American literary career that has spanned a half- century... In addition, the new collection also shows that, despite his advanced age, our greatest novelist of manners is (in his command of plot and characterization, and in the felicity of his narrative style) still a master of the shorter form as well." (NEW CRITERION) Auchincloss's life and work are profiled. more