Persistent Link:
http://hdl.handle.net/10150/277956
Title:
Reader response theory in a seventh-grade language arts classroom
Author:
Mathis, Jannelle Brown, 1948-
Issue Date:
1991
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
A seventh grade language arts class was observed to discover their responses to the literature they were reading. The classroom and instructional contexts that enhanced or limited these responses were examined, as well as the teacher's theoretical beliefs. Rosenblatt's transactional theory of reader response, especially the efferent and aesthetic aspects, guided this investigation. Findings included the importance of the teacher in the establishment of an environment that nurtures the aesthetic response as well as in the instruction she gives students immediately prior to or following reading. Many factors created an atmosphere enhancing aesthetic response in the observed class. The main difference in instructional context that determined either aesthetic or efferent response was whether students were given a specific assignment or not. Although a teacher may desire an efferent stance to fill certain "gaps" in knowledge before and after reading, it is suggested the gaps in schema be filled through student interaction, teacher discussion rather than questioning, and student inquiry.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Education, Reading.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College
Degree Grantor:
University of Arizona
Advisor:
Anders, Patricia L.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleReader response theory in a seventh-grade language arts classroomen_US
dc.creatorMathis, Jannelle Brown, 1948-en_US
dc.contributor.authorMathis, Jannelle Brown, 1948-en_US
dc.date.issued1991en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractA seventh grade language arts class was observed to discover their responses to the literature they were reading. The classroom and instructional contexts that enhanced or limited these responses were examined, as well as the teacher's theoretical beliefs. Rosenblatt's transactional theory of reader response, especially the efferent and aesthetic aspects, guided this investigation. Findings included the importance of the teacher in the establishment of an environment that nurtures the aesthetic response as well as in the instruction she gives students immediately prior to or following reading. Many factors created an atmosphere enhancing aesthetic response in the observed class. The main difference in instructional context that determined either aesthetic or efferent response was whether students were given a specific assignment or not. Although a teacher may desire an efferent stance to fill certain "gaps" in knowledge before and after reading, it is suggested the gaps in schema be filled through student interaction, teacher discussion rather than questioning, and student inquiry.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectEducation, Reading.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorAnders, Patricia L.en_US
dc.identifier.proquest1345434en_US
dc.identifier.bibrecord.b27031111en_US
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