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and authentic ways. The study thus counters many current conceptions of
both the nature of literacy and the ways in which it should be taught.
By reporting on seven ways in which second graders filled in the gaps
represented by the page breaks in five specific picturebooks, we do not
claim that these seven ways exhaust the possibilities – far from it. Indeed,
although we speculate that character actions, feelings/thoughts, and
imaginary dialogue may well constitute a large percentage of children’s
gap-filling of the page breaks in most picturebooks, we can see, even
from this small sample, that different picturebooks have different affordances
in terms of the ways children may interpret page breaks.
We need to know much more about children’s responses to page breaks.
We are only at the beginning of knowing the specifics and the complexities
of children’s responses to this unique feature of picturebooks.
Discussion of page breaks provides an invitation to make inferences and
engage in higher-level response and interpretation. We also need to know
more about how good teachers can facilitate these rich discussions, as
well as how the characteristics of texts constrain, enable, and afford
potentials for children’s response and literary undersanding.
In conclusion, inviting children to speculate about page breaks thus
seems an eminently sensible and pragmatic thing to do when talking
with children about picture storybooks in general, provided they are
familiar with an interactive style and are encouraged to speculate and
interpret before, during, and after the story is read aloud. Speculation
about page breaks encourages children to be critical thinkers, and to
adopt this stance when they begin to read on their own.
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