published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

No description available.

This research presents a psychological investigation of the characteristics of literary reading and the expertise associated with it. Specifically, it examines the kinds of knowledge about discourse which highly skilled readers use to generate a representation of a fictional narrative. At the same time it investigates their informal reasoning and the role that authorial intentions play in their interpretive strategies. / To investigate highly skilled literary readers who are trained to look at texts in multi-dimensional ways, this research applied a cognitive model of literary reading to analyze the readers' verbal protocols in terms of discursive patterns and reasoning strategies. / The findings suggest that as student readers gain knowledge and experience, their developing expertise is demonstrated by their ability to generate knowledge representations of the multiple components of a literary text. The construction of an explicit communicative context, however, is a hallmark of literary expertise and is instrumental in their reasoning since it frames the problem space for their text descriptions. Students, in contrast, appear ambivalent about the author-text relationship.

The purpose of this study was to investigate the strategies employed by proficient and less proficient readers as they engaged in the revision of underlying models during the reading of narrative text. Specifically, four research questions were addressed: (1) What revision strategies can be identified? (2) What evidence is used in the revision process? (3) What criteria do readers employ to evaluate revision? (4) What differences exist between proficient and less proficient readers as regards the strategies, evidence and evaluation? Sixteen fifth and sixth grade readers participated in this study. Eight were grouped as proficient and eight as less proficient on the basis of reading test scores and teacher judgment. All readers read the same text, taken from Roald Dahl's The Magic Finger. The text was divided into ten sections, and readers were asked to read each section orally, and then discuss what had happened. The discussion following the reading of each section was conducted as an unstructured interview with the lead being taken from the child. The entire session was taped and transcribed. The major conclusions were: (1) Readers have available a number of strategies for revision. (2) Different texts will necessitate the use of different strategies. (3) Readers most often use a combination of endophoric and exophoric evidence to support revision. (4) The revision of interpropositional hypotheses involves more inference and elaboration of the text. (5) Proficient readers are more tentative during reading than less proficient readers. (6) Proficient readers construct more interpropositional hypotheses than do less proficient readers. The major implications of this study are: (1) Reading programs should include both materials and instructional practices enabling the full use of the strategies of prediction and confirmation by the reader. (2) Less proficient readers need to develop their use of prediction in text to the point where they are comfortable with tentativeness.

胡文芳. / 論文(哲學碩士) -- 香港中文大學硏究院傳播學部, 1996. / 參考文献 : leaves 65-70. / Hu Wenfang. / Chapter 第一章 --- 硏究問題 --- p.3 / Chapter 第二章 --- 文獻探討 --- p.8 / Chapter 第三章 --- 研究假設 --- p.22 / Chapter 第四章 --- 硏究方法 --- p.26 / Chapter 第五章 --- 實驗結果 --- p.40 / Chapter 第六章 --- 討論及結語 --- p.60 / 其他 參考資料 --- p.65 / 附件 --- p.71

Etiqueté péjorativement « roman à l’eau de rose », le roman sentimental, critiqué et plutôt méconnu, est pourtant un genre paralittéraire à succès. Bien qu’inspirant mépris et indifférence, cette production et son lectorat francophone méritent dès lors qu’on s’y attarde. Produit emblématique de la culture médiatique, le roman sentimental représente en effet un indicateur de mutations culturelles d’importance. Articulée en deux temps, notre analyse se centre, d’une part, sur les spécificités de cette production et, d’autre part, sur son lectorat francophone. L’examen du roman sentimental sous l’angle textuel, éditorial et auctorial est donc couplé à une enquête qualitative basée sur un ensemble d’entretiens semi-directifs visant à circonscrire les pratiques du lectorat, à éclaircir les motifs à la base de la lecture sentimentale et à déterminer sa fonction principale. / Doctorat en Langues et lettres / info:eu-repo/semantics/nonPublished