In the context of the common, but potentially rich situation of classroom storybook readalouds, this study describes what constituted literary understanding for one classroom interpretive community of first and second graders by analyzing their oral responses as picture storybooks were read aloud to them. Over seven months, field notes and transcripted audiotapes of 83 read-alouds were collected; 45 representative readalouds were selected for intensive analysis. The findings indicated five types of literary understanding: (a) textual analysis, (b) intertextual connections, (c) personal connections, (d) becoming engaged in the story to such an extent that the world of the story and the children's world were transparent to each other, and (e) using the text as a platform or pretext for creative expression. A grounded theory of literary understanding was developed, differentiating and relating the five aspects of literary understanding by (a) the stances assumed by the children, (b) the actions performed by the children and (c) the various functions of the text. The five aspects were further conceptualized as the enactments of three basic literary impulses that interact synergistically. The hermeneutic impulse is the drive to understand the story and interpret it. The aesthetic impulse consists of either receptively responding to the story as a lived-through experience or using the story as the platform for one's own creative expression. The personalizing impulse is the impulse to link the story to the self and personal experience. The study suggests that the impressive literary critical abilities of children as young as first and second grade are appropriately understood through a wide variety of theoretical perspectives. The resulting grounded theory unifies and integrates these perspectives as well as focuses specifically on the literary understanding of young children. En el contexto de la comun, pero potencialmente rica situacion de lectura de cuentos en voz alta en el aula, este estudio describe lo que constituyo la comprension literaria para la comunidad de un aula de ninos de primero y segundo grado, analizando las respuestas orales a libros de cuentos ilustrados que les fueron leidos en voz alta. Durante siete meses, se recolectaron notas de campo y transcripciones de 83 lecturas en voz alta audiograbadas. Se seleccionaron 45 lecturas en voz alta representativas para ser analizadas en profundidad. Los hallazgos indicaron cinco tipos de comprension literaria: (a) analisis textual, (b) conexiones intertextuales, (c) conexiones personales, (d) involucrarse en la historia a tal punto que el mundo de la historia y el mundo del nino se volvieron transparentes y (e) usar el texto como plataforma o pretexto para la expresion creativa. Se desarrollo una teoria fundamentada de la comprension literaria, diferenciando y relacionando los cinco aspectos de la comprension literaria por medio de (a) las posiciones asumidas por los ninos, (b) las acciones llevadas a cabo por los ninos y (c) las varias funciones del texto. Los cinco aspectos se conceptualizaron como las realizaciones de tres impulsos literarios basicos que interactuan en sinergia. El impulso hermeneutico es la tendencia a comprender la historia e interpretarla. El impulso estetico consiste en responder receptivamente a la historia como una experiencia vivida o bien usar la historia como plataforma para la propia expresion creativa. El impulso personalizador es el impulso de vincular la historia con uno mismo y la experiencia personal. El estudio sugiere que las impresionantes habilidades criticas literarias de los ninos, aun desde primero y segundo grado, pueden comprenderse adecuadamente a traves de una amplia variedad de perspectivas teoricas. La teoria resultante unifica e integra estas perspectivas y se centra especificamente en la comprension literaria de los ninos pequenos. Im Zusammenhang der allgemein ublichen, jedoch potentiell reichhaltigen Situation von lautem Vorlesen im Klassenraum aus Buchern beschreibt diese Studie, was unter Lese- und Schreibverstandnis in der interpretativen Gemeinschaft eines Klassenraumes von Erst- und Zweitklaslern durch Analysieren ihrer mundlichen Wiedergaben sich konstituierte, wahrend ihnen aus Bilderbuchern laut vorgelesen wurde. Uber die Dauer von sieben Monaten wurden Notizen und ins Schriftliche ubertragene, besprochene Audio-Tonbander von 83 lauten Vorlesungen gesammelt; 45 reprasentative Vorlesungen wurden fur eine intensive Analyse ausgewahlt. Die Ergebnisse deuteten auf funf Arten des Lese- und Schreibverstehens: (a) textliche Analyse; (b) inter-textliche Verbindungen; (c) personliche Verbindungen; (d) Engagement und Anteilnahme an der Erzahlung bis zu einem Grade, das die Welt der Erzahlung und die Welt der Kinder zueinander transarent wurden; und (e) Benutzung des Textes als Grundlage oder Vorlage zum kreativen Ausdruck. Eine in sich begrundete Theorie des Lese- und Schreibverstandnisses wurde entwickelt, durch Unterscheiden voneinander und in Bezugsetzung dieser funf Aspekte des Lese- und Schreibverstandnisses zueinander, durch (a) die von den Kindern aufgenommenen Stanzen; (b) die von den Kindern ausgefuhrten Aktionen; und (c) die unterschiedlichen Funktionen des Textes. Die funf Aspekte wurden weiter als das Nachvollziehen von drei grundlegenden Lese- und Schreibimpulsen konzeptualisiert, die untereinander und gegenseitig synergetisch in Beziehung stehen. Der hermeneutische Impuls ist der Antrieb zum Verstehen der Geschichte und zur Interpretation. Der asthetische Impuls besteht entweder aus rezeptiver Erwiderung auf die Geschichte als eine durchlebte Erfahrung oder aus der Nutzung der Erzahlung als Plattform fur den eigenen kreativen Ausdruck. Der personifizierte Impuls ist der Impuls, die Erzahlung mit sich selbst und eigener personlicher Erfahrung zu verbinden. Die Studie schlagt vor, das die eindrucksvollen kritischen Lese- und Schreibfahigkeiten der Kinder bereits im fruhen Alter der ersten und zweiten Klasse durch eine breite Variation von theoretischen Perspektiven angemessen verstanden werden. Die im Ergebnis begrundete Theorie vereinigt und integriert diese Perspektiven und richtet ihren Blick ebenfalls besonders auf das Lese- und Schreibverstehen von jungen Kindern. Dans le contexte, banal mais riche, d'une situation de lecture a haute voix de livres d'histoire, cette recherche decrit comment s'est effectuee la comprehension de la litterarite dans une communaute scolaire interpretative d'enfants de premiere et seconde annee en analysant leurs reponses orales alors qu'on leur lisait des livres a haute voix. Pendant sept mois, on a pris des notes de terrain et transcrit les bandes audio de 83 lectures a haute voix qui avaient ete collectees; on a selectionne 45 lectures a haute voix en vue d'une analyse approfondie. Les resultats montrent cinq types de comprehension de la litterarite: a) analyse textuelle; b) connexions intertextuelles; c) connexions personnelles; d) engagement progressif dans l'histoire jusqu'a ce que le monde de l'histoire et le monde de l'enfant soient transparents l'un pour l'autre; e) utilisation du texte comme plate-forme ou pretexte pour une expression creative. On a developpe une theorie de terrain de la comprehension de la litterarite, en differenciant et mettant en relation les cinq aspects de la com prehension de la litterarite par a) les positions prises par les enfants; b) les actions effectuees par les enfants; et c) les differentes fonctions du texte. Les cinq aspects ont ete ensuite conceptualises comme manifestations de trois impulsions litteraires fondamentales qui interagissent en synergie. L'impulsion hermeneutique est la pulsion pour comprendre l'histoire et l'interpreter. L'impulsion esthetique consiste soit a repondre receptivement a l'histoire en tant qu'experience vecue, soit a utiliser l'histoire comme plate-forme pour sa propre expression creative. L'impulsion de personnalisation est l'impulsion consistant a lier l'histoire a soi et a son experience personnelle. La recherche suggere que les impressionnantes capacites litteraires critiques d'enfants aussi jeunes que des enfants de premiere et deuxieme annee peuvent etre apprehendees par toutes sortes de perspectives theoriques. La theorie de terrain produite unifie et integre ces perspectives tout autant qu'elle se centre specifiquement sur la comprehension litteraire des jeunes enfants.

/pdf/the-construction-of-literary-understanding-by-first-and-1uf0xiij4b.pdf

The Construction of Literary Understanding by First and Second Graders in Oral Response To Picture Storybook Read-Alouds.

A study examined the effects of literacy-enriched play settings on preschoolers' literacy behaviors in spontaneous free play. Subjects were 91 children, ages 3-5, from 2 urban day care centers. Prior to, and following the intervention, the frequency of each child's handling, reading and writing behaviors in play was assessed through direct observation. Videotaped samples of play areas, collected throughout the study, examined the nature of children's play themes and their uses of literacy objects in play. Following baseline observations, the physical environment of one of the day care centers was enriched with literacy objects in three distinct play centers: kitchen, office, and library. Significant differences were recorded for the experimental group in the frequency, duration, and complexity of literacy demonstrations in play. Further, children in the experimental group incorporated literacy objects in more diverse and functional ways in their play using more explicit language than the control group. Findings suggests that, with literacy-enriched settings, play may become an increasingly important context for children to discover and explore the nature of written language. (SevIn tables of data and 4 figures are included; 45 references are attached.) (Author/MG) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original docvment. ***********************************************************************

/pdf/literacy-objects-as-cultural-tools-effects-on-children-s-3p0ub4t3i7.pdf

Literacy objects as cultural tools: Effects on children's literacy behaviors in play.

This book offers teachers a convenient means of broadening their understanding of reader response theory and criticism and applying this theory to the teaching of literature in high school and college classrooms. The book is designed to arouse individual teachers' interest in reader response theory and encourage them to apply it to their teaching. The book covers the various branches of reader response theory, the key ideas of its many proponents, and the advantages and disadvantages of each branch of theory as perceived by critics. Individual chapters include: (1) Introduction; (2) Textual Theories of Response; (3) Experiential Theories of Response; (4) Psychological Theories of Response; (5) Social Theories of Response; (6) Cultural Theories of Response; and (7) Applying Theory to Practice: Making Decisions about Eliciting Response. (A glossary of key terms in reader response theory along with an extensive bibliography covering the many facets of the entire field are appended.) (HB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************

/pdf/a-teacher-s-introduction-to-reader-response-theories-ncte-24qz7vcmiy.pdf

A Teacher's Introduction to Reader-Response Theories (Ncte Teacher's Introduction Series)

This study examined the behaviors of black Head Start children and their mothers around a series of experimental joint reading contexts in their homes. There were 2 specific objectives: (1) to examine the effects of text genre (narrative and expository) and text format (familiar and traditional) on mothers' teaching strategies while interacting with their children around reading tasks, and (2) to examine the effectiveness of mothers' teaching strategies in eliciting children's participation in the joint reading tasks. 13 mother-child dyads were videotaped in their homes while interacting around a series of texts in each genre and format. Results indicated that genre, not format, affected mothers' teaching strategies. Further, mothers adjusted their level of teaching to children's level of task competence. Results are discussed in terms of Vygotsky's notion of the zone of proximal development.

Joint Reading between Black Head Start Children and Their Mothers

The authors review the research on response to literature and on classroom implementation of reader response activities. In so doing, they explore what we have learned over the years, and how research may influence classroom practice in the future. [Note: This article is reproduced as chapter 31 of the fifth edition of Theoretical Models and Processes of Reading. www.reading.orgpublicationsbbvbooksbk502]

https://ila.onlinelibrary.wiley.com/doi/pdf/10.1598/RRQ.36.1.4

Response to Literature as a Cultural Activity

The study investigated the oral literary responses of three fifth-grade girls, ages 10.7, 10.11, and 11.3. Two works of contemporary realistic fiction for juveniles, Constance Greene's Beat the Turtle Drum and Katherine Paterson's Bridge to Terabithia, were read and discussed in individual and group situations. All interviews and discussions were taped and transcribed. The data were studied until categories generated by the responses themselves emerged. This analysis revealed that the primary mode of response was evaluative. Additionally, one group discussion was analyzed using the modified Purves categories. This revealed that the Purves system was not appropriate for the analysis of oral group discussions. Three distinct evaluative behaviors were identified. Differences in perception of an author's role and in focus were also determined. It was concluded that evaluative style, perception of author's role, and focus influenced the ability to assume and maintain a spectator stance. Differences in this ability, present in these data, may be a function of development since the abilities necessary for assuming a spectator stance seem to be characteristic of formal operational thought. The creation of a virtual experience (Langer, 1967) from the possibilities offered by a literary text requires interaction between reader and text. Rosenblatt (1938/1976, 1978) proposed that readers play an integral part in the creation of story. A text is merely words on the page; the reader's infusion of meaning into that text creates the story. This implies that the reader and text interact to shape the story (Iser, 1972, 1978; Rosenblatt, 1938/1976, 1978). This interaction is a complex process influenced by both text and reader as well as by the stance towards the text that the reader assumes. The reader of a literary text must take a "spectator" stance, withholding judgment until the text has been completed and then evaluating in terms of the artistic universe that the author has created (Britton, 1970). The intent of the present study was to examine the responses of three young readers to two literary texts to determine what aspects of the texts and what characteristics of the readers influenced the creation of story and, in turn, the ability to assume and maintain a spec-

Lee Galda

Papers

Assuming the Spectator Stance: An Examination of the Responses of Three Young Readers.

A Longitudinal Study of the Spectator Stance as a Function of Age and Genre.

A Short-Term Longitudinal Study of Preschoolers' Emergent Literacy.