Young children, wordless picturebooks, and inferencing

Author:

Pantaleo SylviaORCID

Publisher

Springer Science and Business Media LLC

Subject

Linguistics and Language,Education,Language and Linguistics

Reference51 articles.

1. 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.

2. Arizpe, E. (2014). Wordless picturebooks: Critical and educational perspectives on meaning-making. In B. Kümmerling-Meibauer (Ed.), Picturebooks: Representation and narration (pp. 91–106). Routledge.

3. Arizpe, E., & Ryan, S. (2018). The wordless picturebook: Literacy in multilingual contexts and David Wiesner’s worlds. In J. Bland (Ed.), Using literature in English language education: Challenging reading for 8–18 year olds (pp. 63–81). Bloomsbury.

4. Bezemer, J., & Kress, G. (2016). Multimodality, learning and communication: A social semiotic frame. Routledge.

5. Bosch, E. (2014). Texts and peritexts in wordless and almost wordless picturebooks. In B. Kümmerling-Meibauer (Ed.), Picturebooks: Representation and narration (pp. 71–90). Routledge.

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