Assuming children's literature to consist of various kinds of literacies, this teacher/researcher examined 27 fourth graders' perceptions about picture storybook, illustrated book, and chapter book literacies. The year-long ethnography not only documented the reading habits and responses of the class, but also focused on four case study participants prime for acquiring chapter book literacy. Data were collected by observation, interview, classroom maps, survey, photographs, and document analysis of response journals, student-maintained booklists, and teacher records of student reading. Three major themes emerged: factors affecting the acquisition of chapter book literacy, characteristics of developing chapter book literacy, and the role of the teacher/researcher. / These emergent and fluent chapter book readers tended to define and visualize themselves as chapter book readers. Ability did not guarantee the acquisition of chapter book literacy; persistence and desire appeared to contribute more to the emergence of chapter book literacy. Identification with characters in chapterbooks enhanced these readers' attitudes toward chapter books. / A tension was created in these developing chapter book readers between aspiration for chapter book literacy and the lingering affection for picture storybooks. The emerging chapter book readers had difficulty selecting and finishing chapter books; however, they could monitor and regulate their literacy environments and activities. Emergent chapter book readers consciously employed imagination when the text had no illustrations. In contrast, fluent chapter book readers seemed to unconsciously experience transactions with literature texts. Emergent and fluent chapter book readers needed more time and teacher-guidance than fluent picture storybook readers to develop a fuller response. / Interruptions and change in schedule during the elementary school day complicated both teaching and research. A tension was found to exist within a person who attempts to be both teacher and researcher in the classroom setting. / Source: Dissertation Abstracts International, Volume: 55-12, Section: A, page: 3795. / Major Professor: Carol Lynch-Brown. / Thesis (Ph.D.)--The Florida State University, 1994.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77306 |
| Contributors | Frese, Johanna Christine., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 188 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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