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Cover......Page 2
Title Page......Page 10
Copyright......Page 11
Dedication......Page 12
Contents......Page 13
Foreword......Page 15
Acknowledgments......Page 17
1. Introduction......Page 18
Why Wordless Book Reading?......Page 22
Theoretical Considerations......Page 25
Qualities of Wordless Books......Page 28
The Children, Schools, and Classrooms......Page 34
Wordless Books Read by Children in this Book......Page 36
What to Expect in this Book......Page 38
2. Comprehending as Orchestration Across Modes......Page 39
Transmediation: Moving from Image to Oral Narration......Page 40
Hallie, Chloe, and Maya......Page 42
What Orchestration Contributes to Comprehending......Page 55
3. Comprehending as Embodied......Page 58
Sense-Making as Embodied......Page 59
Body Reading: Modes of Enactment......Page 60
Emma, Molina, and Trevor......Page 63
What Body Reading Contributes to Comprehending......Page 76
4. Comprehending as Imaginative Relationship with Text: Response, Recognition, and Recontextualization......Page 79
Emotion and Imagination......Page 80
Amber and Camella......Page 85
What Response, Recognition, and Recontextualization Contribute to Comprehending......Page 96
5. Comprehending as Relationship with Text: Social Imagination, Narrative Imagination, and Intersubjectivity......Page 98
Social Imagination, Narrative Imagination, and Intersubjective Enactment......Page 99
Lenya and James......Page 100
What Social Imagination, Narrative Imagination, and Intersubjective Enactment Contribute to Comprehending......Page 113
6. Comprehending as Fluency: Prosody and Dialogic Agility......Page 116
Fluency as Prosody and Movement......Page 117
Lenya and Hunter......Page 118
What Fluency as Prosody and Dialogic Agility Contribute to Comprehending......Page 126
7. Wordless Book Reading as Assessment......Page 128
Why Assess Emergent Comprehending with Wordless Book Reading?......Page 130
Using Wordless Book Reading as Assessment......Page 131
Using First Glance and Digging Deeper Noticing Maps......Page 136
Using Noticing Maps Across Time and Texts......Page 143
Applications for Various Readers and Levels of Development......Page 151
Managing Wordless Book Reading as Assessment......Page 154
8. Conclusion: Wordless Book Reading in Classroom Life......Page 157
Wordless Book Reading in Everyday Classroom Life......Page 158
Extending Wordless Book Reading Through Other Literacy Practices......Page 163
Revisiting the Value of Wordless Book Reading......Page 171
Appendix: Wordless Books for Young Children......Page 177
References......Page 180
Index......Page 185
About the Author......Page 198