Classroom assessment and picture books — strategies for assessing how students interpret multimodal texts

Author:

Callow Jon

Publisher

Springer Science and Business Media LLC

Subject

Linguistics and Language,Education,Language and Linguistics

Reference88 articles.

1. Adoniou, M. (2014). Drawing conclusions: What purpose do children’s drawings serve? Australian Art Education, 36 (1), 84.

2. Arizpe, E. (2001). ‘Letting the story out’: visual encounters with Anthony Browne’s The Tunnel. Reading literacy and language, 35 (3), 115–119.

3. Arizpe, E., Farrell, M. & McAdam, J. (2013). Opening the Classroom Door to Children’s Literature: A Review of Research. In K. Hall, T. Cremin, B. Comber & L. Moll (Eds.), International Handbook of Research on Children’s Literacy, Learning, and Culture (pp. 241–257). UK: John Wiley & Sons.

4. Arizpe, E. & Styles, M. (2008). A Critical Review of Research Into Children’s Responses to Multimodal Texts. In J. Flood, D. Lapp, S.B. Heath, N. Roser & D. Strickland (Eds.), Research in Teaching Literacy through the Visual and Communicative Arts (Vol. II). New York, NY: Lawrence Erlbaum and The International Reading Association.

5. Arizpe, E. & Styles, M. (2016). Children reading picturebooks: interpreting visual texts (2nd ed.). New York, NY: Routledge.

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