Readability Versus Tellability: Selecting Picture Books for Teaching Beginner English Learners

• In Event: 65.079 - Roundtable Session 23
  In Roundtable Session: 65.079-9 - Teacher Candidate Preparation in Teaching Diverse Literature

Abstract

Readability formulas by definition should include contextual variables. Yet, current ones analyze the static variables in the text because context variables are fluid and difficult to objectively codify. The result is that these formulas are limited when applied to oral-style and poetic picture books that add graphic and experiential context variables. The limitation of current formulas is of little consequence when teaching Standard English speakers to read, however, it is significant when selecting texts for English Learners (ELs) and struggling students who are still developing oral and overall communicative competence. Although it is challenging to objectively codify the fluid variables, it can be done. Tellability is examined as one way to do it for oral-style poetic picture books.

Author

• ana lado, Marymount University