Multimodal Reading and Writing Processes and Products in Early Childhood and Elementary Contexts

Session Submission Type: Symposium

Abstract

Abstract. Multimodality is central to literacy, yet traditional print-based approaches dominate education, limiting young learners' engagement with diverse meaning-making strategies. This symposium examines multimodal literacy through verbal rehearsal before writing, first graders’ multimodal compositions, teachers’ use of multimodal-video-based texts, and the content and multimodal elements of educational YouTube content. Exploring these contexts, we highlight the need for instructional scaffolding to support young learners in navigating and creating multimodal texts to fostering comprehension, creativity, and engagement.

Content Area

• AREA 5. Early and Elementary Literacy Processes

Chairs

• Amanda Shimizu, University of Tennessee-Knoxville

• Margaret Quinn, Texas A&M University

Discussant

• Blaine Smith, Vanderbilt University

Presenters

• Amanda Shimizu, University of Tennessee-Knoxville

• Lindsey Moses, Arizona State University

• Danielle Rylak, University of Nevada, Las Vegas

• Stephanie F Reid, University of Cincinnati

• Kristen I Evans, Appalachian State University

• Kristin Keane, Stanford University

• Rebecca Silverman, Stanford University