Social and Relational Aspects of Comprehending in One Fourth Grader's Unaided and Illustration-Aided Picturebook Retellings: Retelling as Co-Authoring

In this article, we present one fourth grader's unaided and illustration-aided retellings of The Other Side. Using a qualitative clinical case study approach, we examine comprehending activity in these retellings using microethnographic discourse analysis in conjunction with dialogic self theory and a transactional model of reading. Analysis indicates that illustration-aided retelling results in qualitatively different comprehending activity than unaided retelling. John's illustration-aided retelling demonstrates relational involvement in the social world of the story and a more aesthetic stance characterized by movement between multiple character positions and their perspectives. John's unaided retelling shows a nearly singular, outsider position and an efferent stance, characterized by summarizing and reporting. In addition, this study suggests that microethnographic analysis is a useful framework for noticing and understanding social and relational aspects of comprehending in illustration-aided retelling. Specifically, in illustration-aided retelling, the reader's use of contextualization cues and dialogic activity of turn-taking were accompanied by social imagination and intersubjective relationships with characters. Other social and dialogic aspects of the illustration-aided retelling included intertextuality and narrative coherence both frequently involving polychronic activity. Implications of illustration-aided retellings as assessments of readers' comprehending activity within picturebooks are discussed.