Children's literature: Reading, seeing, watching

1991 ◽  
Vol 22 (1) ◽  
pp. 51-58 ◽  
Author(s):  
Joan Russell Thron
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Literature Reading

scholarly journals Development of Children's Literature Reading Materials to Support SDN 028228 Binjai Student Literacy Activities

2021 ◽  
Vol 3 (1) ◽  
pp. 101-107
Author(s):  
Meta Melisa Br Ginting ◽  
Mutsyuhito Solin ◽  
Wisman Hadi
Keyword(s):  
Children's Literature ◽  
Research And Development ◽  
Classroom Teacher ◽  
Children’S Literature ◽  
Literacy Activities ◽  
Reading Material ◽  
Literature Reading ◽  
Reading Materials ◽  
Support Students ◽  
North Sumatra

This research is motivated by the lack of availability of reading materials for children's literature, reading materials that are not suitable for the age of growth and development of children's psychology, then students have an interest in reading, and reading habits are not yet entrenched, so it is necessary to develop varied reading materials and support students in activities. literacy. Children's literature reading materials are needed at SDN 028228 Binjai to support students' literacy activities. This study aims to determine the results of the development of children's literature reading materials in the form of comics to support literacy activities of SDN 028228 Binjai students. The research method used was research and development (Research and Development) by Borg and Gall. The results showed that (1) The reading material development process was carried out in several stages, namely preliminary studies, initial product development and product testing. (2) The results of the reading material feasibility test show that (a) the result of the material expert's validation on the reading material as a whole is 83.3% with the criteria of "very good". (b) the results of the validation by design experts on the reading material as a whole obtained data 88.3% with "very good" criteria. (c) the results of the overall classroom teacher assessment of the reading material obtained an average of 91% with the criteria "very good" (3) The results of the effectiveness of the development of reading materials show that (a) the results of individual trials on reading materials obtained an average of 79.6% with the criteria "good ", The results of small group trials on reading materials obtained an average of 88.2% with the criteria" very good ", limited field test results on reading materials obtained an average of 90.1% with the criteria" very good ". (b) the results of the quality of using children's literature in the form of comics to support students' literacy activities were obtained an average of 88.65% (posttest), while before the use of children's literature in the form of comics, the average was 68.40% (pretest). The difference in value is 20.25% which means that children's literature reading material in the form of comics can improve the results of students' literacy activities from before. The implications of this research are (1) children's literary reading materials to support students 'literacy activities can increase students' knowledge of North Sumatra folklore; (2) the results of this study can enrich the treasury of science in order to increase creativity in the development of reading materials, especially those related to the development of children's literature reading materials in North Sumatra.

scholarly journals Mediated Reading of Children’s Literature as Paradigmatic Scenario to Develop Emotional Competence

2018 ◽  
Vol 33 (0) ◽  
Author(s):  
Enrique Riquelme ◽  
Felipe Munita
Keyword(s):  
Children's Literature ◽  
Formal Education ◽  
Theoretical Study ◽  
Life Experience ◽  
Emotional Experience ◽  
Children’S Literature ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Literature Reading ◽  
Adult Reader

ABSTRACT In the reading, we explore specific scenarios that set the context for the emotional experience, named paradigmatic scenarios. In this essay, the authors highlight the contributions of children’s literature reading in their social and emotional development through a process called mediated reading. In this process, the adult reader operates as a mediator of emotional experience of “fictional” characters in the narrative, the story and those real processes that characterize children’s context and life experience. This theoretical study ends by discussing the scope of children’s literature reading process mediation as a tool that contributes school inclusion, and allows interaction between cognitive and affective aspects in formal education.

scholarly journals Inclusive education through children's literature: reading to interiorize differences

2018 ◽  
Vol 2 (1) ◽  
pp. 27-46
Author(s):  
Lorena Pulido Mantas ◽  
◽  
Susana Ruiz-Seisdedos ◽  
Keyword(s):  
Children's Literature ◽  
Inclusive Education ◽  
Children’S Literature ◽  
Literature Reading

scholarly journals The Effect of Reading Programmes on Turkish School Libraries

2021 ◽  
pp. 230-237
Author(s):  
Inci Önal
Keyword(s):  
Children's Literature ◽  
School Library ◽  
Children’S Literature ◽  
School Libraries ◽  
Original Research ◽  
Current Profile ◽  
Literature Reading ◽  
History Of ◽  
Complex Relationships ◽  
Different Cultures

Reading programmes - everyone talks about them, but few Turkish school libraries provide enough of them. The literature consistently points to improved use of them in school libraries, but less than quarter of the librarians feel well prepared to use reading programmes. Many school library collections have insufficient foreign literature and limited representation of different cultures. In order to explore this problem this presentation will include: the history of Turkish children's literature; the children's literature products in Turkish school libraries; the current profile of Turkish school libraries related to reading programmes; and the evaluation of changing needs and increasing demands for books and information. A combination of comprehensive literature review and original research on Turkish children's literature, reading programmes and Turkish school libraries provides the basis for a fresh and in-depth discussion of the increasingly complex relationships between these factors and children's needs.

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