{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc3049"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc3049","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"Reader-Reported Influences on a Fifth Grader's Transaction With Extended Text","abstract":"This study was designed to investigate the question of what goes on in a reader's mind as she transacts with extended text. It was a case study with one respondent, a ten year old girl. She reported, in writing, her thoughts during teacher read aloud, subsequent silent reading of the same text, and group discussions about the text. The findings support and flesh out Rosenblatt.s transactional theory, Vygotsky.s Zone of Proximal Development theory, and Lipman.s Philosophy for Children theory. Conclusions were that there are numerous sociocultural influences on a reader's transaction with text and that these influences must be taken into account in the classroom.","abstract_html":"This study was designed to investigate the question of what goes on in a reader's mind as she transacts with extended text. It was a case study with one respondent, a ten year old girl. She reported, in writing, her thoughts during teacher read aloud, subsequent silent reading of the same text, and group discussions about the text. The findings support and flesh out Rosenblatt.s transactional theory, Vygotsky.s Zone of Proximal Development theory, and Lipman.s Philosophy for Children theory. Conclusions were that there are numerous sociocultural influences on a reader's transaction with text and that these influences must be taken into account in the classroom.","abstract_has_math":false,"creators":["Hubble, Winona Gaye"],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Stansell, John C.","Mathis, Janelle","Wilhelm, Ronald W.","Zeek, Cathy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2001,"date_issued":"2001-12","date_published":"2001-12","updated_at":"2026-07-24T05:34:52Z","subjects":["Reader-response criticism.","Reading.","transaction","sociocultural influences","classroom","extended text","reading"],"languages":["English"],"rights":["Public","Copyright","Hubble, Winona Gaye","Copyright is held by the author, unless otherwise noted. All rights reserved."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oclc: 51924517","https://digital.library.unt.edu/ark:/67531/metadc3049/","ark: ark:/67531/metadc3049"],"render_values":[{"text":"oclc: 51924517","href":null,"code":true},{"text":"https://digital.library.unt.edu/ark:/67531/metadc3049/","href":"https://digital.library.unt.edu/ark:/67531/metadc3049/","code":true},{"text":"ark: ark:/67531/metadc3049","href":null,"code":true}]}]},"links":{"outbound_url":"https://doi.org/10.12794/metadc3049","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Stansell, John C.","Mathis, Janelle","Wilhelm, Ronald W.","Zeek, Cathy"]},{"key":"dc:creator","label":"Author","values":["Hubble, Winona Gaye"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2001-12"]},{"key":"dc:publisher","label":"Institution","values":["University of North Texas"]},{"key":"dc:type","label":"Dc Type","values":["Thesis or Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Reader-response criticism.","Reading.","transaction","sociocultural influences","classroom","extended text","reading"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["Public","Copyright","Hubble, Winona Gaye","Copyright is held by the author, unless otherwise noted. All rights reserved."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["oclc: 51924517","doi: 10.12794/metadc3049","https://digital.library.unt.edu/ark:/67531/metadc3049/","ark: ark:/67531/metadc3049"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study was designed to investigate the question of what goes on in a reader's mind as she transacts with extended text. It was a case study with one respondent, a ten year old girl. She reported, in writing, her thoughts during teacher read aloud, subsequent silent reading of the same text, and group discussions about the text. The findings support and flesh out Rosenblatt.s transactional theory, Vygotsky.s Zone of Proximal Development theory, and Lipman.s Philosophy for Children theory. Conclusions were that there are numerous sociocultural influences on a reader's transaction with text and that these influences must be taken into account in the classroom."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:title","label":"Title","values":["Reader-Reported Influences on a Fifth Grader's Transaction With Extended Text"]}]}],"canonical_facts":{"dc:contributor":["Stansell, John C.","Mathis, Janelle","Wilhelm, Ronald W.","Zeek, Cathy"],"dc:creator":["Hubble, Winona Gaye"],"dc:date":["2001-12"],"dc:description":["This study was designed to investigate the question of what goes on in a reader's mind as she transacts with extended text. It was a case study with one respondent, a ten year old girl. She reported, in writing, her thoughts during teacher read aloud, subsequent silent reading of the same text, and group discussions about the text. The findings support and flesh out Rosenblatt.s transactional theory, Vygotsky.s Zone of Proximal Development theory, and Lipman.s Philosophy for Children theory. Conclusions were that there are numerous sociocultural influences on a reader's transaction with text and that these influences must be taken into account in the classroom."],"dc:format":["Text"],"dc:identifier":["oclc: 51924517","doi: 10.12794/metadc3049","https://digital.library.unt.edu/ark:/67531/metadc3049/","ark: ark:/67531/metadc3049"],"dc:language":["English"],"dc:publisher":["University of North Texas"],"dc:rights":["Public","Copyright","Hubble, Winona Gaye","Copyright is held by the author, unless otherwise noted. All rights reserved."],"dc:subject":["Reader-response criticism.","Reading.","transaction","sociocultural influences","classroom","extended text","reading"],"dc:title":["Reader-Reported Influences on a Fifth Grader's Transaction With Extended Text"],"dc:type":["Thesis or Dissertation"]},"updated_at":"2026-07-24T05:34:52Z"}