As literacy researchers continue to investigate how young students make sense of texts, specifically picture books, attention has expanded beyond the role that written language plays in reading comprehension to the various ways that visual images, typography, design elements, and digital devices support and challenge young readers during the act of reading. This article is a description of classroom‐based research that led to the development of an assessment instrument for classroom teachers designed to help teachers observe readers using a variety of semiotic resources to make sense of contemporary picture books. As the texts that young readers encounter continue to evolve from language‐dominant texts to more complex multimodal ensembles, classroom‐based assessments must evolve as well to account for the semiotic resources that young readers use in navigating and comprehending multimodal texts.

中文翻译：

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将多模式文学内容纳入基于课堂的阅读评估中

随着识字研究人员继续研究青年学生如何理解文本（特别是图画书），人们的注意力已经从书面语言在阅读理解中的作用扩展到视觉图像，版式，设计元素和数字设备支持和挑战的各种方式。年轻的读者在阅读过程中。本文是对课堂研究的描述，该研究导致开发了一种针对课堂教师的评估工具，旨在帮助教师使用各种符号资源来理解当代图画书，从而观察读者。随着年轻读者所遇到的文本继续从以语言为主的文本演变为更复杂的多模式合奏，