Ultimately, as Lysaker, Shaw, and Alicia (2016) comment, practices of early meaning-making provide skills in understandng others through different sign schemes Sulzby (1985) developed a range of ways that children use storybooks to make meaning before they gain the abilility to read conventionally. “Early meaning-making practices are valuable to young children, as they provide experiences in making sense with others through multiple sign systems, expand knowledge of oral language, and increase familiarity with stories and with the practice of reading. Studies of wordless book reading and emergent picture book reading focus specifically on children’s competence in meaning-making with books.” (p. Emergent literacy is of critical
