Abstract

This study expands and complicates ideas about what makes text complex in picturebooks. The study involved multimodal analysis of one visually and scientifically complex picturebook, Gravity, by Jason Chin. The authors also analyzed a transcript of three third graders discussing the text. This analysis illuminated how student talk provides further information for understanding what makes a particular text complex to particular students. The authors elaborate three themes from the data: genre ambiguity and sentences that spread across multiple pages challenge students; simple science may not be so simple; and, students do not always identify metafictive devices. The authors encourage future researchers to include visual and content analysis in making determinations and claims about text complexity. They suggest implications for preparing teachers to teach with visually and scientifically complex picturebooks.

摘要

这项研究扩展并复杂化了有关是什么使图画书中的文本变得复杂的想法。该研究涉及对一本视觉和科学复杂的图画书Gravity进行多模态分析, 贾森·钦 (Jason Chin)。作者还分析了三名三年级学生讨论文本的成绩单。这一分析阐明了学生的谈话如何提供进一步的信息来理解是什么让特定的文本对特定的学生来说变得复杂。作者从数据中阐述了三个主题：流派歧义和散布在多个页面上的句子挑战学生；简单的科学可能没那么简单；并且，学生并不总是能识别元虚构设备。作者鼓励未来的研究人员在做出关于文本复杂性的决定和声明时包括视觉和内容分析。他们建议教师准备使用视觉和科学复杂的图画书进行教学。