PRIMER TEXTS THAT COMBINE ALPHABETIC AND ICONIC FORMS: CRITERIA FOT THEIR DESIGN

Abstract

This paper focuses on primer texts that combine alphabetic and iconic representations, aiming to examine the criteria for their creation. The analytical procedure included: a) identifying the types of such primer texts, b) extracting and recording the reasons for iconic representation of words, c) analysing the characteristics of accompanying instructions and text titles, and d) examining the language and content of pictorial stories and pictorial poems. The sample consisted of eight primers and two early readers, and the collected features of the texts were analysed qualitatively, using thematic analysis. The material revealed four types of primer texts in which certain words are represented iconically: a) unrelated sequences of sentences, b) connected sequences of sentences, c) pictorial stories, and d) pictorial poems. The most common were connected sequences of sentences, followed by pictorial stories dedicated to the reading of block letters. The analysis showed that: 1) some primers contain no texts combining iconic and alphabetic representations, 2) the presence of such texts varies across textbooks, and 3) texts combining iconic representations with script letters are significantly less frequent than those combining them with block letters. Important criteria for the iconic representation of words included: 1) the number of (un)taught letters in the text, 2) the presence of consonant clusters in the word, and 3) the type of word. Instructions accompanying the primer texts and the titles of these texts were mostly expressed using alphabetic script and typically contained at least one word with a consonant cluster. In the construction of these texts, authors of primers and early readers appeared to rely on the following key criteria: 1) clarity and simplicity (limited vocabulary, simplified syntax and punctuation use, single-episode composition), and 2) thematic and experiential relevance to students. Aesthetic criteria were subordinated to these, resulting—except in rare cases—in a lack of compelling narration and authentic stylistic features. The conclusions drawn from this study suggest that improving primer texts could be directed toward: 1) stronger and more balanced inclusion of various types of texts combining iconic and alphabetic representation, 2) more consistent avoidance of alphabetic representations that include consonant clusters, 3) iconic representation of different word types, 4) avoidance of consonant clusters in the alphabetic content of instructions and titles, and 5) introduction of less typical characters and dialogues, situations that spark imagination, and humorous twists.