부산대학교 도서관

Few studies examine young children's multimodal responses to nonfiction picture books, and even fewer examine teaching practices that encourage these responses. This case study of a kindergarten class illustrates how one teacher regularly conducted interactive whole-group read-alouds using nonfiction picture books. After examining the multimodal teaching strategies employed by this teacher, the findings of this study highlight the social and physical nature of reading with young children. A discussion of this teacher's multimodal teaching practices suggests that understanding information from nonfiction picture books for young children requires readers to continually negotiate multiple modes of information over time and with the actions and opinions of those around them. Considerations for teachers reading nonfiction picture books are provided.