Issue: September 2010

by Prisca Martens, Towson University, Towson, MD During September we have explored how learning to read mulitmodally by integrating the pictorial text with the written text in picturebooks relates to young children’s reading development. We’ve examined children’s responses to picturebooks when they learn to read multimodally and also discussed classroom experiences that support that learning/reading.

by Prisca Martens, Towson University, Towson, MD In last week’s blog we reflected on the various modes or semiotic systems through which our culture communicates meaning. These include visual (i.e., art, moving images), linguistic (i.e., language), auditory (i.e., sound, music), gestural (i.e., movement, dance), and spatial (i.e., layout, design). Picturebooks are multimodal, drawing on the [...]