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Children's Books, Disability and Reader's Response: A Critical Analysis.

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Title: Children's Books, Disability and Reader's Response: A Critical Analysis.
Authors: Causarano, Antonio arcausa@ilstu.edu
Source: Reading Matrix: An International Online Journal. Apr2021, Vol. 21 Issue 1, p27-37. 11p. 1 Chart.
Subject Terms: *Children's books, *Classrooms, *Children with disabilities, *Teacher educators, *Disabilities, Critical analysis, Cultural landscapes
Abstract: This paper explores the importance of students responding to children's books for diversity and disabilities. The main claim of the paper is that we need to explore new ways of engaging children to respond to diversity beyond the traditional model of Reader's Response Theory. Even though Reader's Response Theory is a very important framework to research the way a reader respond to a text, we need to take other important variables into account in order to have a richer and more systematic understanding of how meaning is constructed by the reader responding to children's books for diversity and disability. The paper proposes a model to begin this exploration to give teachers and professional educators the opportunity to investigate the rich literacy world of students who interact with high quality children's books for diversity and disability. The author of the article sees this model as paramount to develop a student-centered curriculum around rich literacy instruction using high quality children's book for diversity and disability. The more we know the complex processes of how students respond to children's books that present themes of diversity and disability, the better we can design, develop and refine rich literacy instruction in the classroom to prepare our students to live in communities where diversity is part of their social and cultural landscape. [ABSTRACT FROM AUTHOR]
Copyright of Reading Matrix: An International Online Journal is the property of Readingmatrix.com and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Children's Books, Disability and Reader's Response: A Critical Analysis.
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  Data: <searchLink fieldCode="AR" term="%22Causarano%2C+Antonio%22">Causarano, Antonio</searchLink><i> arcausa@ilstu.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Reading+Matrix%3A+An+International+Online+Journal%22">Reading Matrix: An International Online Journal</searchLink>. Apr2021, Vol. 21 Issue 1, p27-37. 11p. 1 Chart.
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  Data: *<searchLink fieldCode="DE" term="%22Children's+books%22">Children's books</searchLink><br />*<searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Children+with+disabilities%22">Children with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+educators%22">Teacher educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Disabilities%22">Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+analysis%22">Critical analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+landscapes%22">Cultural landscapes</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This paper explores the importance of students responding to children's books for diversity and disabilities. The main claim of the paper is that we need to explore new ways of engaging children to respond to diversity beyond the traditional model of Reader's Response Theory. Even though Reader's Response Theory is a very important framework to research the way a reader respond to a text, we need to take other important variables into account in order to have a richer and more systematic understanding of how meaning is constructed by the reader responding to children's books for diversity and disability. The paper proposes a model to begin this exploration to give teachers and professional educators the opportunity to investigate the rich literacy world of students who interact with high quality children's books for diversity and disability. The author of the article sees this model as paramount to develop a student-centered curriculum around rich literacy instruction using high quality children's book for diversity and disability. The more we know the complex processes of how students respond to children's books that present themes of diversity and disability, the better we can design, develop and refine rich literacy instruction in the classroom to prepare our students to live in communities where diversity is part of their social and cultural landscape. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Reading Matrix: An International Online Journal is the property of Readingmatrix.com and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Code: eng
        Text: English
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        PageCount: 11
        StartPage: 27
    Subjects:
      – SubjectFull: Children's books
        Type: general
      – SubjectFull: Classrooms
        Type: general
      – SubjectFull: Children with disabilities
        Type: general
      – SubjectFull: Teacher educators
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      – SubjectFull: Disabilities
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      – SubjectFull: Critical analysis
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      – SubjectFull: Cultural landscapes
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              Text: Apr2021
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