Article 2 "Theorizing fiction reading engagement during wordless book reading"

 Theorizing fiction reading engagement during wordless book reading

In this study, we applied a relational dialogic theory of reading to a single exemplar case of a kindergartner's wordless book reading to examine its viability in making explicit the constitutive elements of engaged fiction reading as it occurred with an emergent reader. Understanding reading engagement relationally points to implications of engaged reading that are seldom considered.
. As such, a greater focus on children's independent and shared reading of wordless books may open opportunities for human development within classroom reading practices.