Reader-Reported Influences on a Fifth Grader's Transaction With Extended Text

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.

Grantor dc:publisher

University of North Texas

Year dc:date

2001

Author dc:creator

• Hubble, Winona Gaye

Contributors dc:contributor

• Stansell, John C.
• Mathis, Janelle
• Wilhelm, Ronald W.
• Zeek, Cathy

• Reader-response criticism.
• Reading.
• transaction
• sociocultural influences
• classroom
• extended text
• reading

Statement dc:rights

• Public
• Copyright
• Hubble, Winona Gaye
• Copyright is held by the author, unless otherwise noted. All rights reserved.

Language dc:language

English

Identifier

oclc: 51924517
https://digital.library.unt.edu/ark:/67531/metadc3049/
ark: ark:/67531/metadc3049

OAI identifier oai:identifier

info:ark/67531/metadc3049