Complexity in Picture Books
2014; Wiley; Volume: 68; Issue: 4 Linguagem: Inglês
10.1002/trtr.1293
ISSN1936-2714
AutoresJarek Sierschynski, Belinda Louie, Bronwyn Pughe,
Tópico(s)Reading and Literacy Development
ResumoThe Reading TeacherVolume 68, Issue 4 p. 287-295 Original Article Complexity in Picture Books Jarek Sierschynski, Jarek SierschynskiSearch for more papers by this authorBelinda Louie, Belinda LouieSearch for more papers by this authorBronwyn Pughe, Bronwyn PugheSearch for more papers by this author Jarek Sierschynski, Jarek SierschynskiSearch for more papers by this authorBelinda Louie, Belinda LouieSearch for more papers by this authorBronwyn Pughe, Bronwyn PugheSearch for more papers by this author First published: 28 June 2014 https://doi.org/10.1002/trtr.1293Citations: 13Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat Abstract One of the key requirements of Common Core State Standards (CCSS) in English Language Arts is that students are able to read and access complex texts across all grade levels. The CCSS authors emphasize both the limitations and lack of accuracy in the current CCSS model of text complexity, calling for the development of new frameworks. In response to this call, our article focuses on complexity found in K-3 picture books as an area in need of clarification and extension. Since K-3 literature primarily relies on illustrations to convey meaning, we extend the CCSS definition of complexity and provide a framework for teachers to analyze picture books with a focus on textual-visual relationships. Further, we offer a rationale for including the reader as part of the qualitative dimension of text complexity. 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