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Elementary Children


Elementary Children's Aesthetic and Efferent Responses to Reading Information Books ... Transactive nature of reading two stances aesthetic & efferent. ... – PowerPoint PPT presentation

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Title: Elementary Children

Elementary Childrens Aesthetic and Efferent
Responses to Reading Information Books
  • Ray Doiron, Ph.D.
  • University of Prince Edward Island
  • Canada

The C.R.I.B. Project
  • A three-year study that examined
  • Elementary childrens independent reading
  • Elementary childrens written responses to
    reading information books.

Factors that Warrant this Study
  • Most previous research before literature-based
  • Few Canadian studies in this area.
  • Trade book market has exploded with a wealth of
    information books.
  • Large population (1200) followed for three years.
  • Construct was examined within the literacy
    instruction context.
  • Variety of data-gathering tools used.

Theoretical Framework
  • Bruners Ways of Knowing
  • Narrative/Paradigmatic
  • Each order experience, construct reality
  • Each requires different forms, different uses of
  • Dont reduce one to the other or favor one over
    the other.
  • Not two distinct world views but both make a
    complete picture

A Dichotomy exists
  • One for science one for art
  • One for knowledge one for understanding
  • One narrative one exposition
  • Work of language play of language
  • One for pleasurable reading one for reading for

Collapse the Dichotomy
  • Focus on the source of the texts
  • Focus on the aesthetic value of each, both in
    their form and in the process that led to their
  • Both text forms can develop literacy skills and
  • Both text forms can motivate students to read.

The Research Focus
  • Would elementary students generate written
    response to reading information books?
  • Would elementary students generate aesthetic and
    efferent responses?

Rosenblatt as Foundation
  • Transactive nature of reading two stances
    aesthetic efferent.
  • Reader may adopt either stance for either text
  • Forget the either-or habit where one text is
    for aesthetic - other for efferent.
  • Advises teachers to develop students ability to
    read either text from either stance (1991).

Population and Location
  • 1 urban school 2 suburban/rural schools.
  • Grades 1thru 3 and grades 4 thru 6 followed for
    three years.
  • Teachers use literature-based programs
    commercially available and supplemented with
    their own materials and themes.
  • Well-developed school library programs with
    full-time teacher-librarian also open book

Collecting Written Responses
  • Sets of 50 pre-selected information books in
    classrooms for 3 weeks.
  • Book talk by researcher books set up in display.
  • Children read books for independent reading and
    completed a written response.
  • Prompt Write anything you want about the book
    you just read. (Many Cox studies)

Many Cox Studies
  • Grade five students written responses to reading
  • Aesthetic response focus is on the
    lived-through experience of the reader who
    relates personnel feelings, ideas, emotions and
    story extensions.
  • Efferent response focus is on an analysis of
    the text and tell little of what the reader
    experienced while reading.
  • Many Cox 2 efferent, 4 aesthetic categories
    plus many mingled responses.

Analysis of Written Responses
  • Over 1500 responses collected from grades 1-6.
  • Holistic framework used to comb responses and
    find similarities.
  • Ten categories of response emerged 331 responses
    identified as mingled
  • Two research assistants gave very high
    inter-rater reliability.
  • 5 aesthetic and 5 efferent categories named and
  • Exemplars chosen for each of 10 categories.

Distribution of Responses
  • After mingled pulled out 1178 left.
  • Table 1 shows total number of responses by grade
    and gender.
  • Table 2 Response Categories by Grade and Gender
  • Not much variance by gender
  • Figure 1 Responses by Category Grade

Figure 1
Aesthetic Responses to Information Books
  • Cat. 1 It reminds me of
  • Cat. 2 I wonder why
  • Cat. 3 I didnt know that
  • Cat 4 I liked it when
  • Cat. 5 Text triggered a personal narrative.

Efferent Responses to Information Books
  • Cat. 6 Reader gives a review or recommendation
    for the book.
  • Cat. 7 Attraction to a special feature of the
  • Cat. 8 Simple retelling of things remembered
    This book is about
  • Cat. 9 Rates the difficulty of the reading level
    for them or for others.
  • Cat. 10 Simple like/dislike for the book
    almost a non-response.

Summary of Results
  • Elementary children can respond to information
    books from either an aesthetic or efferent
  • Purpose set for the reading influences response
  • Responses are as varied as when they read fiction
  • Analysis of written responses by gender showed no
    difference in response types or frequency of
    completing a response.

  • Literacy educators need to let children read
    information books for other purposes that just
    fact-finding i.e. pleasurable reading.
  • Residual data indicated these students were
    excited about being free to read information
    books during silent reading time.
  • Literacy educators need to teach students to read
    different texts for different purposes, i.e.
    information books have an aesthetic role in
    developing literacy.
  • Literacy educators need to help children develop
    a complete picture of the world by using both
    text types to represent the world.
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