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• Cover
• Half Title
• Title Page
• Copyright Page
• Dedication Page
• Table of Contents
• List of figures
• Acknowledgements
• Notes on authors and contributors
• Introduction: How texts teach what readers learn: Reasons for a third edition of Children Reading Pictures
• Part I The original study on children responding to picturebooks
• 1 The original research and guidelines for emerging researchers
• 2 On a walk with Lily and Kitamura: How children link words and pictures along the way
• 3 A gorilla with ‘grandpa’s eyes’: How children interpret ironic visual texts – a case study of Anthony Browne’s Zoo
• 4 Picturebooks and metaliteracy: Children talking about how they read pictures
• 5 Thinking aloud: Looking at children drawing in response to picturebooks
• Part II New developments in research on children responding to visual texts
• 6 Young learners looking and making in the art museum and classroom
• 7 Psyche, picnics and penguin: Case studies of children responding to visual texts
• Case Study 1: ‘Inspire’ at The Fitzwilliam Museum: Narrative Art and Storytelling – Kate Noble
• Case Study 2: Picnic at the MAMBO – Marcela Escovar & Luisa Naranjo
• Case Study 3: Danny learning more than reading from Polly Dunbar’s Penguin – Kim Deakin
• 8 Children reading literary apps
• 9 Diverse readers, diverse picturebooks, diverse responses
• Part III Research and theory for a better future
• 10 Understanding children’s responses to picturebooks through theory and research
• 11 Epilogue: What children have taught us about reading pictures
• Afterword: Reading is marvellous anywhere
• Bibliography
• Index