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Any Child Can Read Better$
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Harvey S. Wiener

Print publication date: 1996

Print ISBN-13: 9780195102185

Published to Oxford Scholarship Online: November 2020

DOI: 10.1093/oso/9780195102185.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 26 October 2021

Words and Pictures : Using Visual Aids

Words and Pictures : Using Visual Aids

(p.111) 6 Words and Pictures : Using Visual Aids
Any Child Can Read Better

Harvey S. Wiener

Oxford University Press

I want you to expand your definition of reading. Most people define the word literally: Reading is determining meaning from printed words and sentences. But I believe that that's too limited a definition. We're always trying to "read" meanings from our physical environments, even when no print is involved. (It's interesting to note the legitimate, though certainly metaphorical, use of the word read for actions beyond a page of text.) The point to remember here is that the same skills that we use for a printed page we often apply to nonprint experiences as well. Thus when you try to "read" any situation, you aim to extract meaning from it. However, the connection between reading print and reading the surrounding world is more than a metaphorical one. The roster of skills in the table of contents for this book, Any Child Can Read Better—figuring out the main point, inferring, predicting outcomes, generalizing— are the intellectual processes we use almost everywhere to decipher meanings throughout the day. As I explain those skills and how to help your son or daughter use them, I'll be showing you the connections you can make between print and nonprint situations. You'll be able to help your child apply to words on a page some of the same mental activities that she draws on to interpret her daily life. When your child sees a group of youngsters waiting at the school bus, or when she watches an episode of Captain Kangaroo, or when she looks at a photograph or a cartoon or an advertisement—as soon as she tries to figure out what's going on, she's reading. Shakespeare reminds us that all the world's a stage; but it's also a book. As you know, I've been making frequent connections all along between the print world and the world of nonprint experiences that your child tries to read (that word again!) each day. In this chapter I want to concentrate on some of the representational forms that youngsters meet regularly in their lives. By representational I mean all those elements that stand for, or represent, experience.

Keywords:   Bar graphs, Graphs/charts/tables, Visual aids

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