Using Wordless Picture Books to Teach Linguistically/Culturally Different Students

Mobility of a population presents a challenge for the classroom teacher. Students speak many languages & dialects, & represent many cultures & subcultures. The classroom teacher is expected to teach this diverse population to read & to learn in Standard English. Providing reading instruction for limited- & non-English-speaking students is difficult because of five major factors: (1) inadequate teacher training in dealing with these students, (2) outdated methodology, (3) absence of appropriate textbooks, (4) the different language & communication patterns of students, & (5) the different cognitive schemata of linguistically /culturally different students. Wordless picture books can be used as instructional aids to teach such students. Because wordless picture books tell a story without the use of words, these students can create text in their natural language pattern, based on their prior knowledge & schemata. Instructional strategies like SQ3R, Capsule Strategy, Guide-O-Rama, & Pyramiding are often used to promote reading skills with content texts. With minor alterations, these same strategies can be used with wordless picture books. The steps involved in utilizing these strategies with wordless picture books are described in detail. Explanations are also given on the skills being strengthened by these activities. Careful attention is given to describing how culturally/linguistically diverse students can improve their reading & writing skills through specialized use of wordless picture books. 4 Figures, 13 References. AA