Abstract

Wordless picturebooks are an underutilized tool in elementary classrooms despite growing recognition as a valuable literacy tool. Research remains limited on how wordless picturebooks influence meaning-making during interactive read-aloud discussions. The guiding question for this study was: "How do first-graders and their teacher construct meaning during three interactive read-alouds of wordless picturebooks?" This qualitative study was conducted in a first-grade classroom. Data was collected through audio and video recordings of three interactive read-alouds facilitated by the teacher-researcher. Recordings were transcribed and analyzed using reflective thematic analysis (RTA). Six themes were created from analysis of the data: (a) cracking the code, (b) focusing on the familiar, (c) words under construction, (d) follow the leader, (e) weaving it back in, and (f) emotion as bridge. These findings suggest that students constructed meaning of wordless picturebooks by gamifying the texts, connecting the text to their own context, using gestures when words were lacking, following the teacher or another student as guide, making text-bound connections, and using emotion to make connections. The findings further suggest that interactive read-alouds with wordless picturebooks can position students as the more knowledgeable other (Vygotsky, 1978) and flip traditional classroom roles. In an educational climate where scripted curriculums are prevalent, it is suggested that wordless picturebooks can be a useful tool to engage students in discussions that can solidify literacy skills. The study contributes to the growing body of research on wordless picturebooks and the important role they play in fostering meaning-making in elementary classrooms.

Degree

College and Department

David O. McKay School of Education; Teacher Education

Rights

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