Current Research: Historical Fiction
Rycik, M., & Rosler, B. (2009). The return of historical fiction. Reading Teacher, 63(2), 163-166. Retrieved from http://proxy.geneseo.edu:2060/10.1598/RT.63.2.8
The purpose of this article was to show how high-quality historical fiction books can be used effectively in the
classroom to bring history alive and to help children appreciate reading this genre.
The purpose of this article was to show how high-quality historical fiction books can be used effectively in the
classroom to bring history alive and to help children appreciate reading this genre.
- Until recently, fiction has dominated the Newbery Medal and Honor winners. However, since 1986, 11 of the awards have been given to historical fiction books.
- Reading historical fiction provides students with a vicarious experience for places and people they could otherwise never know.
- Historical fiction can also help students to gain an understanding of their own heritage and others.
- Historical fiction books let children explore the real world through texts that are inviting, accurate, and accessible.
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Youngs, S., & Serafini, F. (2011). Comprehension strategies for reading historical fiction picture books. Reading Teacher, 65(2), 115-124. http://proxy.geneseo.edu:3861/ehost/pdfviewer/pdfviewer?sid=ab014c4c-f8fe-4c57-ba25-fe6df86b9640%40sessionmgr4004&vid=9&hid=4108
Historical fiction picture books provide great opportunities for teachers to help readers understand historical events and view events through multiple perspectives. This article knows that historical fiction text is often challenging to students and provides strategies to help students better comprehend historical fiction.
Historical fiction picture books provide great opportunities for teachers to help readers understand historical events and view events through multiple perspectives. This article knows that historical fiction text is often challenging to students and provides strategies to help students better comprehend historical fiction.
- Discusses four types of reading experiencing during historical fiction text.
- Discusses challenges students face while reading historical fiction books, especially distinguishing between fact and fiction what is mixed in.
- Provides list of questions to ask students when previewing historical fiction picture books.
- Splits strategies into three phases to help guide through students historical fiction reading.
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Youngs, S. (2012). Understanding history through the visual images in historical fiction. Language Arts, 89(6), 379-395. Retrieved from http://search.proquest.com/docview/1022626957?accountid=11072
In this study, the researchers discuss how 5th grade students "navigated the textual, visual, and design elements of historical fiction picture books, and negotiated meaning during read-alouds in whole class and small group settings" (Young, 2012). The following are some of the findings from the study:
In this study, the researchers discuss how 5th grade students "navigated the textual, visual, and design elements of historical fiction picture books, and negotiated meaning during read-alouds in whole class and small group settings" (Young, 2012). The following are some of the findings from the study:
- Student interpretations were deeper when they analyzed the visual images.
- Once students were taught about the art of picture book design and visual elements such as line, texture, shape, and color, they were able to use and analyze the design elements in their meaning construction.
- Historical fiction picture books are complex, so it takes time, practice, and explicit demonstration for students to learn to read images and to articulate possible meanings.
- Approaching these books as a genre study helped students to see connections across historical eras. Ex. Many images became symbolic to the students as they began to see the same visual images (boxcar, birds, barbed wire,tags, etc.) across picture books and eras.
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