Finding Space and Time for the Visual in K-12 Literacy Instruction

Abstract

Dawnene D. Hassett and Melissa B. Schieble contend that literacy instruction must include attention to the multiple ways in which print and visual images work together. They propose ways to update accepted reading strategies “with visual texts and new literacies in mind.” Using examples from picture books and graphic novels, they expand our understanding of how readers extend three cueing systems—graphophonic, semantic, and syntactic—to negotiate multiple levels of meaning in visual texts.

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