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    Reader response theory in a seventh-grade language arts classroom

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    Author
    Mathis, Jannelle Brown, 1948-
    Issue Date
    1991
    Keywords
    Education, Reading.
    Advisor
    Anders, Patricia L.
    
    Metadata
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    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)
    Degree Name
    M.A.
    Degree Level
    masters
    Degree Program
    Graduate College
    Language, Reading & Culture
    Degree Grantor
    University of Arizona
    Collections
    Master's Theses

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