This study investigates the reading processes used by nine sixteen-year-old, adolescent reluctant readers as they read and interpret poetry. The study also considers how these reading processes are affected by the students' participation in a one-month study of reading and independently discussing poetry in small groups. Each student's responding-aloud interpretation of poetry gathered before the study (pre-test protocol) is compared with his or her responding-aloud interpretation of poetry gathered after the study (post-test protocol). This is done by analyzing each protocol according to a reading scale which identifies five key-reading processes each of which is qualitatively differentiated across five categories. This reading scale, designed by the researcher, is based on the analysis of over one hundred and twenty responding-aloud protocols of adolescent reluctant readers. / Six of the nine readers refine the processes through which they read and interpret poetry. The most likely cause of this improvement is their having been involved in independent small-group discussion of poetry. The analysis of students' pre-test and post-test protocols reveal the (differing) extents to which each of them use the five key-reading processes.

Thesis (D.A.)--Illinois State University, 1983. / Title from title page screen, viewed May 6, 2005. Dissertation Committee: Glenn Grever (chair), John Brickell, Richard Dammers, Richard Newby, Stanley Renner. Includes bibliographical references (leaves 129-136) and abstract. Also available in print.

Thesis (M.A.)--Trinity Evangelical Divinity School, 1995. / Abstract. Includes bibliographical references (leaves 94-97).

Thesis (M.A.)--Catholic Theological Union at Chicago, 2000. / Vita. Includes bibliographical references (leaves 137-142).

Thesis (Th. M.)--Regent College, Vancouver, BC, 2002. / Abstract and vita. Includes bibliographical references (leaves 120-125).

Thesis (M.A.)--University of Hong Kong, 1987. / Also available in print.

Thesis (M.A.)--Catholic Theological Union at Chicago, 2000. / Vita. Includes bibliographical references (leaves 137-142).

Thesis (Ph. D.)--State University of New York at Binghamton, Department of Comparative Literature, 2008. / Includes bibliographical references.

The purpose of this study was to investigate whether the space provided by a readerresponse transaction between girls and the text, Roll of Thunder, Hear My Cry (Taylor 1977) .. empowered pupils to tell their own stories. It also sought to identify ways in which the problems and possibilities perceived by these pupils might guide curriculum decisions in a transforming education system. In addition to engaging in reader-response activities around the text, drama and videos providing social context were integral to the programme. Related work in the subject areas of history and lifeskills was also undertaken. Data was drawn from pupils' reading journals, responses to specific passages, transcripts of small group discussions, and interviews. The study is ethnographic in nature and all the data qualitative. Theoretical insights were drawn from the felds of cultural studies, postmodern criticism, and postructural modes of cultural and social analysis inasfar as they illuminate and inform the relationship between language, knowledge and power. The research was conducted in an historically white, girls' school which adopted a nonracial admissions policy in January 1991. Despite the fact that existing traditions and values of the the school to a very large extent influence what is taught, the data suggests that pupils were becoming agents in their own learning and were taking up multiple identities both within and without the world of the school.

A syntagmatic analysis of the Argonauts’ encounters with the Lemnian women and the Doliones in Apollonius of Rhodius’ Argonautica Book 1. Combining intertextuality with cognitive narratology, I approach the text from the perspective of the reader. Beginning with a study of the poem’s programmatic proem before moving to a study of the Argonauts’ first encounters on their outward journey, I map the reader’s experience on their own voyage through a difficult and elliptical narrative. To tackle the demands of a densely allusive text and the manipulations of a subjective narrator, I employ a plurality of readers: the general reader is accompanied on this exploration by two fictional readers. Charting the varying interpretations of the attentive reader and the experienced reader (Homeric auditor and Homeric scholar respectively) enables me to combine investigation of text and intertexts as moderated by the narrator with analysis of the ways they modify the expectations of the reader as they progress in a linear fashion from episode to episode. By consideration of where interpretations overlap and where they differ according to what the reader brings to the text and of how the narrative conditions its readers on the journey, I demonstrate the value of the reader-orientated approach to tackling the complexities of the narrative and the demands it places on all its readers.