An exploration of the impact of picture books on students with dyslexia

2019 ◽  
Vol 6 (2) ◽  
pp. 224-261
Author(s):  
Tuty Elfira Abdul Razak ◽  
Keyword(s):  
Picture Books ◽  
The Impact

Creating “them” and “us”

2019 ◽  
Vol 48 (1) ◽  
pp. 46-60
Author(s):  
Mary Tomsic ◽  
Claire Marika Deery
Keyword(s):  
Picture Books ◽  
English Language ◽  
Refugee Crisis ◽  
Forced Displacement ◽  
Teaching Materials ◽  
Teaching Resources ◽  
Content Type ◽  
Teachers And Students ◽  
The Impact ◽  
Forced Movement

Purpose The purpose of this paper is to examine how the contemporary “refugee crisis” is being presented to children through picture books and teaching materials. It uses the concept of refugeedom as an approach that takes into account the multiple facets involved in the forced movement of people in the past and present and seeks to show the value of historical understandings in educational contexts when framing resources for teachers and students. Design/methodology/approach The paper examines a sample of high-profile English language picture books about children’s stories of forced displacement and the most prominent freely available teaching materials connected to the books. A critical discursive analysis of the books and educative guides considers the ways in which ideas and information about forced displacement is framed for child readers and children in primary school classrooms. The context for the authors’ interest in exploring these books and educational resources is that in response to the numbers of children who are part of the current “refugee crisis” alongside a public call for the “crisis” to be explained to children. Findings The paper argues that picture books open up spaces for children to explore refugeedom through experiences of forced movement and various factors involved in the contemporary “refugee crisis”. In contrast, in the teaching resources and some peritextual materials, the child in the classroom is addressed as entirely disconnected from children who are forcibly displaced, students in classrooms are positioned to learn from the refugee “other”. When links are made between students in classroom and children who have been forcibly displaced it is through activities that position students in classrooms to imagine themselves as forcibly displaced, or to suggest they act within a humanitarian framework of welcoming or helping refugees. The authors believe that if teaching resources were more directly informed by discipline specific tools of historical concepts, more nuanced approaches to past and present histories of forced movement could be considered and from that more fruitful learning opportunities created for all students. Practical implications This research provides ideas about how materials to support the use of picture books in educational settings could be developed to promote historical thinking and contextualisation around key social and political issues in the world today. It also makes the case for historians to be involved in the creation of teaching materials in a collaborative way so that academic insights can be brought to teachers and students at all levels of education. Originality/value The value of this research is to understand how children are positioned in reading and learning about forced displacement and query the impact of decontextualised approaches to learning. It argues for the critical interpretative value that historical understanding can bring to present day issues which are history in the making.

Book clubs for people with intellectual disabilities: the evidence and impact on wellbeing and community participation of reading wordless books

2016 ◽  
Vol 10 (5) ◽  
pp. 275-283 ◽  
Author(s):  
Sheila Hollins ◽  
Jo Egerton ◽  
Barry Carpenter
Keyword(s):  
Intellectual Disabilities ◽  
Picture Books ◽  
Book Club ◽  
Public Libraries ◽  
Shared Reading ◽  
Book Clubs ◽  
Community Settings ◽  
Content Type ◽  
People With Intellectual Disabilities ◽  
The Impact

Purpose The purpose of this paper is to introduce the social and scientific rationale for book clubs, whose members read wordless books together, and give examples of storytelling with picture books in libraries and other community settings for people with intellectual disabilities and autism. Design/methodology/approach The authors consider the impact of book clubs reading picture books without words, alongside an understanding of the underlying neuroscience (see Table I for search strategy). The authors compare differences in the neuroscience of information and emotion processing between pictures and words. Accounts from book club facilitators illustrate these differences in practice. Findings Many readers who struggle with reading and comprehending words, find pictures much easier to understand. Book clubs support community inclusion, as for other people in society. A focus on visual rather than word literacy encourages successful shared reading. Research limitations/implications No research has been published about the feasibility and effectiveness of wordless books in community book clubs or shared reading groups. There is very little research on the impact of accessible materials, despite a legal requirement for services to provide reasonable adjustments and the investment of time and resources in developing storylines in pictures, or “translating” information into easy read formats. Practical implications Book clubs whose members read picture books without words are growing in number, especially in public libraries in the UK. Expansion is dependent on funding to pay for training for librarians and volunteer facilitators. Social implications There is a shortage of fully accessible activities for adults with intellectual disabilities in mainstream community settings with a primarily social purpose. Originality/value To the authors’ knowledge, this is the first paper describing the theory and impact of wordless book clubs for people who find pictures easier to understand than words.

scholarly journals Talking with Children About Cancer: A Content Analysis of Text in Children's Picture Books

2020 ◽  
Author(s):  
Noyuri Yamaji ◽  
Megumi Sawaguchi ◽  
Erika Ota
Keyword(s):  
Picture Books ◽  
Web Site ◽  
Information Needs ◽  
Picture Book ◽  
Stressful Events ◽  
Communication Tool ◽  
Plain Language ◽  
Advantages And Disadvantages ◽  
Children's Picture Books ◽  
The Impact

Abstract Background To tell children that they are diagnosed with cancer is challenging for any healthcare professional and family. Pictures books are one of the communication tools for talking with children about severe diseases. However, little research is available about the contents and appropriateness of picture books about cancer for children. Methods This study aimed to examine the contents of children's picture books about cancer and explore the advantages and disadvantages of using picture books to communicate with children about cancer. We searched the picture books about cancer written for children aged under ten years old on the Amazon.com Web site on 5 July 2019 and hand-searched on the cancer-related institutes' Web site. We extracted the texts of relevant picture books and conducted a contents analysis of them. Two researchers independently coded the patterns and contents and calculated the agreement between the codings of two researchers using Cohen's kappa coefficient. Results We identified 2,555 picture books and included 30 of them. We identified three main contents, (a) cancer-related knowledge, (b) impacts of cancer, and (c) dealing with cancer. Cancer-related knowledge refers to the information about what is going on and what children have to do. Impacts of cancer refer to the impact of having a child with cancer. Dealing with cancer relates to the actions to reduce or minimize stressful events that had been described. These contents were written with simple words and illustrations. Some of them included the essential contents, which might be misunderstood by children. Conclusions Picture books use plain language with illustrations and might be helpful for children to understand about cancer. However, as these books do not include all contents, it is necessary to select and use multiple books depending on the content which is wanted to tell the child. Moreover, there was no picture book which was developed based on children's information needs and validated. Further research should evaluate the impacts of these books as a communication tool when talking with children diagnosed with cancer.

Formation of Lunar Craters and Bright Rays as a Result of Meteorite Impacts

1962 ◽  
Vol 14 ◽  
pp. 415-418
Author(s):  
K. P. Stanyukovich ◽  
V. A. Bronshten
Keyword(s):  
Explosive Charge ◽  
The Moon ◽  
Meteorite Impacts ◽  
The Earth ◽  
Lunar Craters ◽  
The Impact

The phenomena accompanying the impact of large meteorites on the surface of the Moon or of the Earth can be examined on the basis of the theory of explosive phenomena if we assume that, instead of an exploding meteorite moving inside the rock, we have an explosive charge (equivalent in energy), situated at a certain distance under the surface.

The Geosciences Applied to Lunar Exploration

1962 ◽  
Vol 14 ◽  
pp. 169-257 ◽  
Author(s):  
J. Green
Keyword(s):  
Lunar Surface ◽  
Probable Mechanism ◽  
Point Of View ◽  
Lunar Exploration ◽  
Geological Model ◽  
Apply Geophysics ◽  
Surface Features ◽  
The Impact

The term geo-sciences has been used here to include the disciplines geology, geophysics and geochemistry. However, in order to apply geophysics and geochemistry effectively one must begin with a geological model. Therefore, the science of geology should be used as the basis for lunar exploration. From an astronomical point of view, a lunar terrain heavily impacted with meteors appears the more reasonable; although from a geological standpoint, volcanism seems the more probable mechanism. A surface liberally marked with volcanic features has been advocated by such geologists as Bülow, Dana, Suess, von Wolff, Shaler, Spurr, and Kuno. In this paper, both the impact and volcanic hypotheses are considered in the application of the geo-sciences to manned lunar exploration. However, more emphasis is placed on the volcanic, or more correctly the defluidization, hypothesis to account for lunar surface features.

Asteroid and Comet Impact Speeds upon Mars: Significance for Panspermia and the Supply of Organics

1997 ◽  
Vol 161 ◽  
pp. 197-201 ◽  
Author(s):  
Duncan Steel
Keyword(s):  
Probability Distributions ◽  
Regions Of Interest ◽  
Significant Fraction ◽  
Organic Chemicals ◽  
Impact Speed ◽  
The Mean ◽  
The Impact

AbstractWhilst lithopanspermia depends upon massive impacts occurring at a speed above some limit, the intact delivery of organic chemicals or other volatiles to a planet requires the impact speed to be below some other limit such that a significant fraction of that material escapes destruction. Thus the two opposite ends of the impact speed distributions are the regions of interest in the bioastronomical context, whereas much modelling work on impacts delivers, or makes use of, only the mean speed. Here the probability distributions of impact speeds upon Mars are calculated for (i) the orbital distribution of known asteroids; and (ii) the expected distribution of near-parabolic cometary orbits. It is found that cometary impacts are far more likely to eject rocks from Mars (over 99 percent of the cometary impacts are at speeds above 20 km/sec, but at most 5 percent of the asteroidal impacts); paradoxically, the objects impacting at speeds low enough to make organic/volatile survival possible (the asteroids) are those which are depleted in such species.

Organic Syntheses During the Impact of a Comet with a Gaseous Planet

1997 ◽  
Vol 161 ◽  
pp. 189-195
Author(s):  
Cesare Guaita ◽  
Roberto Crippa ◽  
Federico Manzini
Keyword(s):  
Polymeric Material ◽  
Molecular Form ◽  
Parent Compound ◽  
Blue Filter ◽  
Organic Syntheses ◽  
The Impact

AbstractA large amount of CO has been detected above many SL9/Jupiter impacts. This gas was never detected before the collision. So, in our opinion, CO was released from a parent compound during the collision. We identify this compound as POM (polyoxymethylene), a formaldehyde (HCHO) polymer that, when suddenly heated, reformes monomeric HCHO. At temperatures higher than 1200°K HCHO cannot exist in molecular form and the most probable result of its decomposition is the formation of CO. At lower temperatures, HCHO can react with NH3 and/or HCN to form high UV-absorbing polymeric material. In our opinion, this kind of material has also to be taken in to account to explain the complex evolution of some SL9 impacts that we observed in CCD images taken with a blue filter.

Sign in / Sign up

Export Citation Format

Share Document