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Contextualising children's literature to build phonemic awareness

journal contribution
posted on 29.10.2019, 00:00 by Michelle Vanderburg, Charlotte Logan, Birgit Sambell, L Straughair
Using a variety of picture books in the classroom can be an avenue for contextualising meaning and providing explanations through the situations that are presented in the stories. Picture books can be used as ‘windows and mirrors’ (Bishop, 1990) where students can either see reflections of their own lives or see others’ lives. Through authentic activities, students become engaged to learn meaning about the world we live in. The following presents picture books that can be used in early childhood classrooms. The activities discussed focus on building phonemic awareness, as well as building awareness of diversity, multimodal forms of literacy, and literary devices.

History

Volume

24

Issue

1

Start Page

39

End Page

42

Number of Pages

4

ISSN

2204-3667

Peer Reviewed

No

Open Access

No

Era Eligible

No

Journal

Practical Literacy: The Early and Primary Years

Exports