Annotated Bibliography
Arif, M.M. & Hashim, F. (2008). "Reading for the Wordless: A Case Study on the Use of Wordless Picture Books." English Language Teaching, 1(1), 121-126.
Arizpe, E. (2013). "Meaning-making from wordless (or nearly wordless) picturebooks: what educational research expects and what readers have to say." Cambridge Journal Of Education, 43(2), 163-176.
Chaparro-Moreno, L.J., Reali, F. & Maldonado-Carreno, C. (2017). "Wordless picture books boost preschoolers' language production during shared reading." Early Childhood Research Quarterly, 40, 52-62.
Hu, R. & Commeyras, M. (2008). "A Case Study: Emergent Biliteracy in English and Chinese of a 5-Year-Old Chinese Child with Wordless Picture Books." Reading Psychology, 29(1), 1-30.
Jalongo, M. R., Dragich, D., Conrad, N. K., & Zhang, A. (2002). "Using Wordless Picture Books to Support Emergent Literacy." Early Childhood Education Journal, 29(3), 167.
Lindauer, S.L.K. (1988). "Wordless Books: An Approach to Visual Literacy." Children’s Literature in Education, 19(3), 136-142.
Louie, B. & Sierschynski, J. (2015). "Enhancing English Learners' Language Development using Wordless Picture Books." The Reading Teacher, 69(1), 103-111.
Lysaker, J. T., & Miller, A. (2013). "Engaging Social Imagination: The Developmental Work of Wordless Book Reading." Journal Of Early Childhood Literacy, 13(2), 147-174.
Mantei, J. & Kervin L. (2015). "Examining the interpretations children share from their reading of an almost wordless picture book during independent reading time." Australian Journal of Language and Literacy, 38(3), 183-192.
Martinez-Roldan, C.M. & Newcomer, S. (2011). “Reading between the Pictures”: Immigrant Students’ Interpretations of “The Arrival”. Language Arts, 88(3), 188-197.
- Marina Mohd Arif, a faculty member in the education department at the University of Malaya, looks at the use of wordless picture books with a seven-year old male nonreader. The study focuses on the exploration of the child's responses to several wordless picture books. The findings suggest that wordless picture books are a good source for analyzing a child's early and emergent literacy.
Arizpe, E. (2013). "Meaning-making from wordless (or nearly wordless) picturebooks: what educational research expects and what readers have to say." Cambridge Journal Of Education, 43(2), 163-176.
- Evelyn Arizpe, a senior lecturer in curriculum studies at the University of Glasgow, offers a conceptualization of existing studies in the field of education that use wordless picture books with young readers. Looking at scholarship on both children's literature and reader-response, Arizpe encourages a more interdisciplinary approach that is not based on verbalization.
Chaparro-Moreno, L.J., Reali, F. & Maldonado-Carreno, C. (2017). "Wordless picture books boost preschoolers' language production during shared reading." Early Childhood Research Quarterly, 40, 52-62.
- Leydi Johana Chaparro-Moreno, Florencia Reali, and Carolina Maldonado-Carreno from the Department of Psychology at the Universidad de los Andes transcribed verbal interactions of 13 Columbian teachers during session in Spanish using wordless picture books. Using Computerized Language Analysis, their findings suggest that wordless picture books may boost children's language by enhancing instructional support.
Hu, R. & Commeyras, M. (2008). "A Case Study: Emergent Biliteracy in English and Chinese of a 5-Year-Old Chinese Child with Wordless Picture Books." Reading Psychology, 29(1), 1-30.
- Ran Hu an d Michelle Commeyras of the Department of Language and Literacy Education at the University of Georgia developed a study that investigated the development of a 5-year-old child's language and literacy development in English and Chinese over a 10-week tutoring setting where the primary materials used were wordless picture books. The results of their study showed that wordless picture books combined with the extended literacy activities facilitated the child's learning in both English and Chinese.
Jalongo, M. R., Dragich, D., Conrad, N. K., & Zhang, A. (2002). "Using Wordless Picture Books to Support Emergent Literacy." Early Childhood Education Journal, 29(3), 167.
- Mary Renck Jalongo, the editor of Childhood Education Journal, along with Denise Dragich and Ann Zhang, teachers at the Indiana Area School District and Natalie K. Conrad of School Education at the University of Pittsburg, provide a research-based rationale for the use of wordless picture books. The article offers a developmental sequence for introducing children to stories told through pictures, suggest general strategies and a range of early literacy activities based on wordless picture books. Also included are recommendations of communicating with parents and families about the value of wordless books.
Lindauer, S.L.K. (1988). "Wordless Books: An Approach to Visual Literacy." Children’s Literature in Education, 19(3), 136-142.
- Shellet L. Knudsen Lindauer, an assistant professor of Family and Human Development and the director of Child Development Laboratory at Utah State University, argues in this article that wordless books allow prereading children to create their own stories, enhance vocabulary acquisition, help children develop "top to bottom" and "right to left" concepts, and promote observation, sequential, visual, and inferential thinking. Lindauer also describes several ways to use wordless books.
Louie, B. & Sierschynski, J. (2015). "Enhancing English Learners' Language Development using Wordless Picture Books." The Reading Teacher, 69(1), 103-111.
- Belinda Louie, a professor of the School of Education at University of Washington, Tacoma and Jarek Sierschynski, an assistant professor of the School of Education at University of Washington, Tacoma, examines how the use of wordless picture books can teach English leaners to engage in discussion, analysis, and production of their own texts. There is a focus on how the close viewing approach to wordless picture books is grounded in best practices for English learners.
Lysaker, J. T., & Miller, A. (2013). "Engaging Social Imagination: The Developmental Work of Wordless Book Reading." Journal Of Early Childhood Literacy, 13(2), 147-174.
- Judith T. Lysaker, of the Curriculum and Instruction department at Purdue University and Angela Miller from the College of Education at Butler University examined the narrative process of one child during wordless picture book reading using a conceptually derived coding scheme to identify instances of social imagination. Their results suggest that the use of social imagination is observable in wordless picture book readings adn that it is an integral part of the comprehension of stories.
Mantei, J. & Kervin L. (2015). "Examining the interpretations children share from their reading of an almost wordless picture book during independent reading time." Australian Journal of Language and Literacy, 38(3), 183-192.
- Jessica Mantei, a Senior Lecturer in Language and Literacy in the Faculty of Social Sciences at the University of Wollongong and Lisa Kervin, an Associate Professor in Language and Literacy in the Faculty of Social Sciences at the University of Wollongong share findings from a larger study that looks at students' interpreations of children's literature during independent reading time that focus on students in Grade 4 (9-10 year olds) about the messages conveyed in the almost wordless picture book Mirror by Jeannie Baker. They find that Mirror offered teachers an opportunity to develop their students ability to read with a critical lens.
Martinez-Roldan, C.M. & Newcomer, S. (2011). “Reading between the Pictures”: Immigrant Students’ Interpretations of “The Arrival”. Language Arts, 88(3), 188-197.
- Carmen M. Martinez-Roldán, an associate professor in Bilingual Bicultrual Education and Literacy at The University of Texas, Austin and Sarah Newcomer, a doctoral student in Curriculum and Instruction at Arizona State University, Tempe share their findings in a study that immigrant students responded to the wordless text "The Arrival" in small-group, bilingual literature discussions. They found that access to high-quality wordless texts that address themes to which they can relate offers immigrant children, who are often also English language learners, the opportunity to enjoy the right to read and talk about books.
- Sylvia Pantaleo, an associate professor in the Department of Curriculum and Instruction in the Faculty of Education at the University of Victoria, British Columbia, Canada, examines how Grade 5 students read and responded to two wordless picturebooks by Istvan Banyai, "Re-Zoom" (1995) and "Zoom" (1995). The overall purpose of the study was to explore the students’ processes of reading and understanding text with Radical Change characteristics and to examine how the students used their knowledge of these characteristics to create their own text.
- Donna Read and Henrietta Smith, both instructors in children’s literature from the Florida Atlantic University in Boca Raton, Florida, define visual literacy as the comprehension of visual stimuli in the environment and consider the educational value of the wordless picture book. They examine the ways that teachers can use wordless picture books to teach students to read many nonwritten symbols that they encounter.
Melissa Hayes
University of Illinois, Urbana-Champaign
Created Fall 2014 to fulfill LIS 592
University of Illinois, Urbana-Champaign
Created Fall 2014 to fulfill LIS 592