ABSTRACT
Sharing a picture book with parents, siblings or teachers is an early prereading activity for many children as they learn to tell the story from the images. Later on, children are often given a sequence of pictures to put in order to create a narrative. Add to this continual exposure to television, DVDs, computer games and (hopefully) books, and there is little doubt that young learners are immersed in narrative and the narrative conventions of storytellers through a range of media. How, then, does the teacher capitalise on this visual richness in the development of written literacy? In this book we have tried to demonstrate that comics have a useful role to play.
