Literaturnachweis - Detailanzeige
| Autor/inn/en | Delony, Sheila; Smith Morgan, Ellen; Howell, Kaitlyn Leah |
|---|---|
| Titel | A Case Study of the Role of Reader Response in Two Elementary Classrooms |
| Quelle | In: Texas Journal of Literacy Education, 1 (2013) 1, S.1-12 (12 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2374-7404 |
| Schlagwörter | Case Studies; Elementary School Students; Grade 1; Grade 4; Semi Structured Interviews; Qualitative Research; Observation; Reader Response; At Risk Students; Teaching Methods; Large Group Instruction; Small Group Instruction; Workstations; Independent Study; Individualized Instruction; Texas |
| Abstract | The purpose of this case study was to identify the role of reading response in two elementary classrooms: one first-grade and one fourth-grade. The study examined the structured and incidental opportunities students had for response, the formats of their responses and the utility of the responses to each teacher. Qualitative data collection methods, including classroom observation and semi-structured interviews were employed. Analysis of the data led to four major conclusions. First, a sense of classroom community fostered authentic, aesthetic responses to text. Second, tensions existed between the prescribed curricula and teachers' attempts to promote authentic reader response. Third, reader response was used for accountability and assessment. And finally, students' prior experiences and skill levels impacted the teachers' perceptions of their abilities to respond to texts in meaningful ways. (As Provided). |
| Anmerkungen | Texas Journal of Literacy Education. Sam Houston State University, 1908 Bobby Marks Drive Box 2119, Huntsville, TX 77341. Web site: http://www.texasreaders.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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