Exploring the influences of literature approaches on children's stance when responding and their response complexity

Reading Psychology

Volumn 17, Issue 1, 1996, Pages 41-

  Many, Joyce E ^a   Wiseman, Donna L ^b   Altieri, Jennifer L ^c  

^a GEORGIA STATE UNIVERSITY   (United States)

^b TEXAS A AND M UNIVERSITY   (United States)

^c BOISE STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85011164203     PISSN: 02702711     EISSN: 15210685     Source Type: Journal    
DOI: 10.1080/0270271960170101     Document Type: Article

References (45)

1. Altieri, J. (1995). Pictorial/oral and written responses of first grade students: Can aesthetic growth be measured?. Reading Horizons. 35, 273-286.
2. Anzul, M. H. (1989). Exploring literature with children within a transactional framework. (Doctoral dissertation, New York University, 1988) Dissertation Abstracts International, 49, 2132A
3. Bang, M. (1980). The grey lady and the strawberry snatcher. New York: Four Winds
4. Bogdan, D., & Straw, S. B. (Eds.) (1990). Beyond communication: Reading comprehension and criticism. Portsmouth, NH: Boynton/Cook
5. Corcoran, B. (1987). Teachers creating readers. In B. Corcoran & E. Evans (Eds.), Readers, texts, and teachers (pp. 41-74). Upper Montclair, NJ: Boynton/Cook
6. Cox, C, & Many, J. E. (1992). Reader stance towards a literary work: Applying the transactional theory to children's responses. Reading Psychology, 13, 37-72.
7. Eeds, M., & Wells, D. (1989). Grand conversations: An exploration of meaning construction in literature study groups. Research in the Teaching of English. 23. 4-29.
8. Farnan, N. & Kelly, P. (1991, December). Response based instruction: Students reading, writing, and talking about literature. Paper presented at the forty-first annual meeting of the National Reading Conference, Palm Springs, CA
9. Fish, S. (1980). Is there a text in this class? The authority of interpretative communities. Cambridge, MA: Harvard University Press
10. Galda, L. (1991). A longitudinal study of the spectator stance as a function of age and genre. Research in the Teaching of English. 24, 261-278.
11. Garrison, B. M. & Hynds, S. (1991). Evocation and reflection in the reading transaction: A comparison of proficient and less proficient readers. Journal of Reading Behavior. 23, 259-280
12. Goatley, V. J. & Raphael, T. E. (1992). Nontraditional learners' written and dialogic response to literature. In C. Kinzer & D. Leu (Eds.), Literacy research, theory, and practice: Views from many perspectives (pp. 313-322). Chicago, IL: National Reading Conference
13. Hade, D. (1992). The reader's stance as event: Transaction in the classroom. In J. E. Many & C. Cox (Eds.), Reader stance and literary understanding: Exploring the theories, research, and practice (191-216). Norwood, NJ: Ablex
14. Hansson, G. (1992). Readers responding — and then?, Research in the Teaching of English. 26. 135-148.
15. Huck, C. (1992). Literacy and literature. Language Arts. 69. 520-525.
16. Iser, W. (1978). The act of reading. Baltimore: The Johns Hopkins University Press
17. Kelly, P. & Farnan, N. (1991). Promoting critical thinking through response logs: A reader-response approach with fourth graders. In J. Zutell & S. McCormick (Eds.), Learner factors/teacher factors: Issues in literacy research and instruction (pp. 277-284). Chicago, IL: National Reading Conference
18. Langer, J. A. (1990). The process of understanding: Reading for literary and informative purposes. Research in the Teaching of English. 24, 229-260.
19. Many, J. E. (1991). The effects of stance and age level on children's literary responses. Journal of Reading Behavior. 23. 61-85.
20. Many, J. E. (1994). The effect of reader stance on students' personal understanding of literature. In R. B. Ruddell, M. R., Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (pp. 653-667). Newark, DE: IRA
21. Many, J. E., Gerla, J. K., Wiseman, D. L., & Ellis, L. (in press). Transactional criticism and aesthetic literary experiences: Examining complex responses in light of the teacher's purpose. Reading Horizons
22. Many, J. E. & Wiseman, D. L. (1992). The effect of teaching approach on third-grade students' response to literature. Journal of Reading Behavior. 24, 265-287.
23. Marshall, J. (1987). The effects of writing on students' understanding of literary texts. Research in the Teaching of English. 21, 30-63.
24. Martinez, M., Roser, N. L., Hoffman, J. V., & Battle, J. (1992). Fostering better book discussions through response logs and a response framework: A case description. In C. Kinzer & D. Leu (Eds.), Literacy research, theory, and practice: Views from many perspectives (pp. 303-311). Chicago, IL: National Reading Conference
25. McGee, L. M. (1992). An exploration of meaning construction in first graders' grand conversations. In C. Kinzer & D. Leu (Eds.), Literacy research, theory, and practice: Views from many perspectives (pp. 177-186). Chicago, IL: National Reading Conference
26. McKissack, P. C. (1988). Mirandv and brother wind. Illustrated by J. B. Pinkney. New York: Knopf
27. McMahon, S. I. (1992). Book club: A case study of a group of fifth-graders as they participate in a literature-based reading program. Unpublished doctoral dissertation, Michigan State University, East Lansing
28. McMahon, S. I., Pardo, L. S. & Raphael, T. E. (1991). Bart: A case study of discourse about text. In J. Zuttell and S. McCormick (Eds.), Learner factors/teacher factors: Issues in literacy research and instruction (pp 285-295). Chicago, IL: National Reading Conference
29. Newell, G., Suszynski, K., & Wiengart, R. (1989). The effects of writing in a reader- based and text-based mode on students' understanding of two short stories. Journal of Reading Behavior. 21, 37-58.
30. Probst, R. E. (1988). Response and analysis: Teaching literature in junior and senior high school. Portsmouth, NH; Boynton/Cook
31. Purcell-gates, V. (1991). On the outside looking in: A study of remedial readers' meaning making while reading literature. Journal of Reading Behavior. 23, 235-250
32. Purves, A. C, Rogers, T., & Soter, A. O. (1990). How porcupines make love II: Teaching a response-centered literature curriculum. New York: Longman
33. Rosenblatt, L. M. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale: Southern Illinois University Press
34. Rosenblatt, L. M. (1983). Literature as exploration (4th ed.). New York: Modern Language Association
35. Rosenblatt, L. M. (1985). The transactional theory of the literary work. In C. R. Cooper (Ed.), Researching response to literature and the teaching of literature (pp. 33-53). Norwood, NJ: Ablex
36. San Souci, R. D. (1989). The bov and the ghost. Illustrated by J. B. Pinkney. New York: Simon & Schuster
37. San Souci, R. D. (1989). The talking eggs. Illustrated by J. B. Pinkney. New York: Dial
38. Schroeder, A. (1989). Ragtime Tumpie. Illustrated by B. Fuchs. Boston: Little, Brown & Company
39. Short, K. G. (1992). Intertextuality: Searching for patterns that connect. In C. Kinzer & D. Leu (Eds.), Literacy research, theory, and practice: Views from many perspectives (pp. 187-198). Chicago, IL: National Reading Conference
40. Smith, M. (1992). Submissions versus control in literary transactions. In J. E. Many & C. Cox (Eds.), Reader stance and literary understanding: Exploring the theories, research, and practice (191-216). Norwood, NJ: Ablex
41. Steptoe, J. (1987). Mufaro's beautiful daughters: An African tale. New York: Lothrop
42. Sword, J. (1985). Criteria for evaluating picture story books (CEPSB). In W. T. Fagen, J. M. Jensen, Y C. R. Cooper (Eds.), Measures for research and evaluation in the English language arts: Vol. 2 (pp. 225-227). Urbana, IL: National Council of Teachers of English
43. Urzua, C. (1992). Faith in learners through literature studies. Language Arts. 69, 492-501.
44. Walmsley, S. A., & Walp, T. P. (1989). Teaching literature in elementary school (Tech. Rep. No. 1.3). Albany: University at Albany - State University of New York, Center for the Learning and Teaching of Literature
45. Zarillo, J., & Cox, C. (1992). Efferent and aesthetic teaching. In J. Many & C. Cox (Eds.), Reader stance and literary understanding: Exploring the theories, research, and practice (pp. 235-249). Norwood, NJ: Ablex.