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Pictured Worlds: Masterpieces of Children’s Book Art by 101 Essential Illustrators from Around the World

為了解決Literate的問題，作者Marcus, Leonard S. 這樣論述：

A lavishly illustrated, large-format reference book highlighting the work of 101 essential children’s illustrators The illustrated children’s book came of age in the 18th century alongside the rising middle-class demand for economic and social advancement. Inspired by philosopher John Locke’s presc

ient insights into child development, London publisher John Newbery established the first commercial market for illustrated ＂juveniles＂ in the West, and the impact of the model he set for books tailored to the interests and capabilities of young readers has spanned the globe, spurring higher literac

y rates, cultural enfranchisement, and a better life for generations of children. In Pictured Worlds, renowned historian Leonard S. Marcus shares his incomparable knowledge of this global cultural phenomenon in the definitive reference work on children’s book illustration. The author of more than 2

5 award-winning books, Marcus here highlights an international roster of 101 artists of the last 250 years whose touchstone achievements collectively chart the major trends and turning points in the history of children’s book illustration. While some illustrators explored in this lively volume (John

Tenniel, Maurice Sendak) have become household names, Marcus’s wide-ranging survey also shines a light on several lesser-known figures whose unique contributions merit a closer look. The result is a sweeping chronicle of a vibrant art form and cultural driver that has touched the lives of literate

peoples everywhere. Over 400 illustrations showcase landmark books from Great Britain, the United States, France, Germany, Austria, Italy, Sweden, Czech Republic, Russia, Japan, China, Korea, Bulgaria, Argentina, Cameroon, and more. Each illustrated entry is comprised of an artist’s biography and c

areer overview and a deep-dive look at a pivotal book and its legacy. Featured books include Ivan Bilibin’s The Golden Cockerel, Leo Lionni’s Inch by Inch, Richard Doyle’s In Fairyland, Kveta Pacovská’s One, Five, Many, Helen Oxenbury’s We’re Going On a Bear Hunt, Mitsumasa Anno’s Anno’s Journey, an

d Zhu Chengliang’s A New Year’s Reunion, and the books that introduced such iconic characters as Alice, Max, Struwwelpeter, the Little Prince, and Winnie-the-Pooh. At once a celebration of illustrated children’s books and an essential reference work, Pictured Worlds encapsulates, in the author’s wo

rds, ＂the special nature of the illustrated children’s book as a cultural enterprise that is at once a rewarding art form, a bridge across cultures, and a ladder between generations.＂ Leonard S. Marcus is one of the world’s leading authorities on children’s books and the people who create them. Hi

s award-winning books include Golden Legacy: The Story of Golden Books, Margaret Wise Brown: Awakened by the Moon, and Show Me a Story!: Why Picture Books Matter. A frequent contributor to the New York Times Book Review and commentator on radio and television, Marcus is a founding trustee of the Eri

c Carle Museum of Picture Book Art. He teaches at the School of Visual Arts and lectures about his work across the world.

Literate進入發燒排行的影片

Culturally Sustaining Language and Literacy Practices for Pre-K-3 Classrooms: The Children Come Full

為了解決Literate的問題，作者 這樣論述：

Literacy educators are often unequipped to help young children contend with the world we inhabit, where linguistic, literate, and cultural pluralism are not always valued or sustained. In fact, educators are routinely bombarded by programs that position literacy as a simple, one-size-fits-all pra

ctice. This resource will help pre-K-3 teachers create and interpret literacy teaching processes, practices, and spaces that honor and extend children’s fullness. It is coauthored by three teachers from ethnically, racially, and linguistically diverse schools who share vivid examples and everyday st

ories from their own classrooms. Grounded in an accessible discussion of the value of culturally sustaining pedagogy (CSP) and its potential to promote equity in elementary teaching, this book can be used as a practical introduction to CSP practices for early childhood teachers and teacher candidate

s.Book Features: Focuses on the capabilities of young children and their families, rather than perceived deficits.Showcases a theoretical model, key definitions, and an interpretive framework of culturally sustaining early literacy practices and processes. Offers concrete examples and stories that e

ducators can use in their own settings. Contains user-friendly features to help readers visualize the processes and practices described in the book, including artwork and other artifacts from classrooms.

以「我的繪本有聲書」提升一位國中三年級低成就學生英文閱讀能力之個案研究

為了解決Literate的問題，作者陳家洳 這樣論述：

近年來雙語國家政策的推行加重了「英文閱讀能力」的重要性，也使得國中英文M型化現狀成為課程改革的焦點。本研究旨在探究如何建構英文閱讀低成就學習者早期的英文閱讀能力。 本研究以一位國中三年級低成就英文閱讀學生為研究對象。教學者至學習者家中進行三個半月的一對一教學，透過融合Jeanne Chall「閱讀發展階段」理論與「繪本有聲書」的教學，檢視如何能有效提升「預測」、「字母拼音」、「自動流暢化識字」及「摘要撰寫」等能力。 研究分析發現，Chall理論能協助此低成就學生獲取「預測」、「字母拼音」及「自動流暢化識字」等能力。第三階段的「摘要撰寫」則需積累更多閱讀經驗，及相關寫作能力（如文法、字彙）

，才能達到完整寫出英文字句的學習目標。閱讀第零階段「預測」的學習中，適時的探問可加深學習者的思考，教學者可透過學習單的設計，增加學習者自我闡述的機會，提高學習動機。閱讀第一階段「字母拼音」則為是否成功閱讀的關鍵指標，包含「音節力」的醞釀、「重音」與「輕音」的教學順序，「聽寫字詞」需更多的教學鷹架輔助、密集的練習需求，及應用「母音」的重要性，「看字讀音」唸字練習的重要性、「語境」對於翻譯能力的影響等探究結果。閱讀第二階段「自動流暢化識字」聚焦於口語及閱讀的「流暢度與正確度」，閱讀理解更伴隨「重練習」的過程獲得提升。閱讀第三階段「摘要撰寫」則發現學習者尚未到達用英文書寫表達，其「書寫字母」及「文法

閱讀與應用」還需一定數量的練習，才能達到撰寫摘要的能力。最後，透過對學習者家人的訪談與觀察，本研究的發現建議家長培養一雙看見孩子內在資源的眼睛，提供學習路上適當的支援與鼓舞，減少施加的壓力與情緒，並嘗試一同參與孩子學習的過程。