The Role(s) of Image for Young Bilinguals Reading Multimodal Informational Texts

Authors

  • Lindsey Moses Arizona State University

DOI:

https://doi.org/10.20360/G25302

Keywords:

Reading, Multimodal Informational Texts, Comprehension, Image, ELLs

Abstract

The purpose of this study was to examine how young bilinguals construct meaning with multimodal informational texts. The most frequently used literacy practice to support the meaning construction involved viewing an image. The function of image played four distinct, but important roles: image as access to meaning and content; image as prompt for discussion; image as a catalyst to seek access to printed text; image as a multimodal complement to printed text. The roles were examined using a case study approach that drew on multiple levels of analysis in order to describe content knowledge and language development among first-grade bilinguals over an academic year.

Author Biography

Lindsey Moses, Arizona State University

Lindsey Moses is an assistant professor of Literacy at Arizona State University in the Mary Lou Fulton Teachers College. Lindsey’s research interests involve using sociocultural perspectives to explore how young learners construct meaning in various instructional settings.

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Published

2015-06-08

How to Cite

Moses, L. (2015). The Role(s) of Image for Young Bilinguals Reading Multimodal Informational Texts. Language and Literacy, 17(3), 82–99. https://doi.org/10.20360/G25302