Lawrence+R.+Sipe

Sipe, L. (2008). Storytime: Young Children's Literary Understanding in the Classroom. New York: Teachers College Press.

1. Kalpana Introduction (Why Another Theory?/page 8) Sipe finds objections to the theories propounded to analyze children's literary abilities because of three reasons - Part 1 and Part 11 (A Grounded Theory of Literary Understanding of Young Children/page 181)
 * 1.Theories do not address children's literary abilities || 2. Theories do not include all of the facets involved in literary understanding || 3. Current theories neglect the visual aesthetic theory || 4. Theories that address different kinds of readers including children to adults need reexamination. ||
 * So, not appropriate for children || May not be comprehensive || Aesthetic theories are vital to understanding the meaning making process in young children || We need theories that address the literary comprehension of young children only and theories that speciafically look at children's attitudes toward literature. Theories that include all the readers will not benefit researcher's looking into children's literature and children's responses to literature ||
 * ||  || Picture books play an important role in children's comprehension of literary texts or literature || Sipe's book has tries to fill in the gap ||

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Structure of the Secondary World/Benton []

1. Kalpana Chapter 2/Young Children's Literary Understanding: Either Text or Reader (page 36 - 54) Part 11/Five Aspects of Literary Understanding and Their Relationships (pages 83-110) Children learn through social interactions and "all knowledge is socially constructed according to Vygotsky (Sipe, 2008, p. 37). What is learned through socio-cultural interactions later internalized by the child. The ZPD enables children to scaffold to a higher level of cognition through the assistance of the MKO. Rogoff's "guided participation" and Bruner "Scaffolding" and Vygotsky's ZPD are curcial to understanding how children learn.

2. Sylvia Introduction ( Literacy Understanding: A Neglected Part of the Literacy Landscape/page 3) Part 11 (except Grounded Theory chapter)

3. Alicia Introduction (The Marginalization of Reading Aloud to Young Children/page 5) Part 111